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Title: TRADITIONAL LEARNING VS. PROJECT-BASED LEARNING: WHICH IS MORE EFFECTIVE IN TEACHING INDEPENDENT AND DEPENDENT PROBABILITY?
Authors: Menna Wisam and John Leddo
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Menna Wisam and John Leddo MyEdMaster, LLC John Leddo is the director of research at MyEdMaster.
MLA 8 Wisam, Menna, and John Leddo. "TRADITIONAL LEARNING VS. PROJECT-BASED LEARNING: WHICH IS MORE EFFECTIVE IN TEACHING INDEPENDENT AND DEPENDENT PROBABILITY?" Int. j. of Social Science and Economic Research, vol. 7, no. 11, Nov. 2022, pp. 3814-3820, doi.org/10.46609/IJSSER.2022.v07i11.018. Accessed Nov. 2022. APA 6 Wisam, M., & Leddo, J. (2022, November). TRADITIONAL LEARNING VS. PROJECT-BASED LEARNING: WHICH IS MORE EFFECTIVE IN TEACHING INDEPENDENT AND DEPENDENT PROBABILITY? Int. j. of Social Science and Economic Research, 7(11), 3814-3820. Retrieved from https://doi.org/10.46609/IJSSER.2022.v07i11.018 Chicago Wisam, Menna, and John Leddo. "TRADITIONAL LEARNING VS. PROJECT-BASED LEARNING: WHICH IS MORE EFFECTIVE IN TEACHING INDEPENDENT AND DEPENDENT PROBABILITY?" Int. j. of Social Science and Economic Research 7, no. 11 (November 2022), 3814-3820. Accessed November, 2022. https://doi.org/10.46609/IJSSER.2022.v07i11.018.
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ABSTRACT: Project-based learning is a teaching method that helps students learn how to use their critical and creative thinking. Students practice using their 21st century skills and learn how to research. PBL is often compared to traditional learning and how they differ in success and mastery. The goal of the present research was to investigate whether or not project-based learning would help students learn independent and dependent probability better than learning the same topics using a more traditional learning method. 22 middle school students, all without prior knowledge on independent and dependent probability, participated in the present study. After initial teacher led instruction on the topic, 11 practiced what they learned using traditional word problems and 11 practiced using project-based learning. Afterwards, students were given a 10-question posttest. The results show that students in the project-based learning group achieved higher scores on the post-test than did the control group students. The results suggest that project-based learning helps students understand and succeed in a topic such as independent and dependent probability.

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