Project-Based Learning: An Embedded-Descriptive Single-Case Qualitative Study of Mahogany Grove Comprehensive School

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Summer 2021


In this embedded-descriptive, single-case qualitative study, the researcher sought (a) to examine the teaching and assessment strategy of project-based learning (PBL) at one comprehensive secondary school in the British West Indies and (b) to explore the stakeholders’ perceptions of its efficacy on students' success in secondary school and beyond. The researcher reviewed documents supporting instructional mandates, implementation plans, and actual practice at the school and employed an attitude survey to examine stakeholders’ perceptions of the implemented instructional methodologies. Findings from this study indicated that although PBL is effective in developing students’ basic and life-long skills, cognitive learning, and strengthening school-home-community partnerships, in order for its implementation to have the desired outcomes, stakeholders and the education system need to address the following challenges: curriculum mandates, program implementation, and stigmatization of process-based instruction as well as product-based assessments. Pseudonyms are used throughout this study to protect the identity and location of the study site.


Julia Ballenger

Subject Categories

Education | Educational Administration and Supervision