The Cost-Effectiveness of Project-Based Learning in Relation to 11th Grade Literacy


Bobby Hart

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Fall 2018


The purpose of this study was to determine the effects of project-based learning on the scale scores of 11th grade students on Arkansas' 11th Grade End of Course Literacy exam and to determine the cost effectiveness of project-based learning by determining the return on investment and productivity of a project-based learning model. I compared the scale scores of students who received instruction via project-based learning (PBL) classrooms to the scale scores of their peers who received instruction in traditional learning environments. Quantitative analysis was performed to determine if there was a significant difference in scale scores between the two instructional models when controlling for race, gender, and socioeconomic status. Finally, I examined the cost-effectiveness and productivity of PBL through the use of a return on investment calculation and productivity model graph. I examined student data from the 2010-2011, 2011-2012, 2012-2013, and 2013-2014 school years Arkansas End of Course Literacy exam. Sample selection was derived from the 11th grade students (approx. 2,000) in the 10 high schools selected for participation in the state of Arkansas' New Tech Network implementation grant. Student scale scores from 2010-2011 and 2011-2012 school years were examined before implementation of PBL, and 2012-2013 and 2013-2014 data were examined following implementation of PBL Historical data were gathered via a data request to the Arkansas Department of Education.


Warren Ortloff

Subject Categories

Education | Educational Administration and Supervision