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Teachers’ and Students’ Perceptions of Project-Based Learning
Dissertation   Open access

Teachers’ and Students’ Perceptions of Project-Based Learning

Karen Elizabeth Pendergrass
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2026

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Abstract

Project-based learning (PBL) is a hands-on, critical-thinking experimental teaching method. The purpose of this qualitative multiple case study was to describe teacher and student perceptions of PBL experiences in a specific school region in the southeastern United States. This study focused on how teachers and students felt about using the alternative teaching method of PBL. Piaget’s (1969) theory of constructivism was the theoretical framework for this qualitative study. The qualitative methodology for this research was multiple case studies. The methods for data collection were teacher interviews, teacher surveys, and student surveys. A statistical element allowed for descriptive purposes in this qualitative research. Population sampling included two designated PBL high schools in which the sample comprised eight PBL-certified high school teachers and 20 PBL students in Grades 9–12. Major findings included collaboration as a widely recognized essential component of PBL, experiential learning as a hallmark of successful PBL, and the impact of the COVID-19 global pandemic on PBL goals. Further research is necessary to understand the support needed for PBL programs such as additional professional development for teachers and mental health support for students in crisis.
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