35th Annual Student Research Conference
Project-Based Learning’s Effect on Secondary Health Students’ Knowledge of Emotions and Stress Compared to Lecture Based Education
Braden T. Leuthauser♦
Dr. Julene Ensign, Faculty Mentor
Because of the relevance and critically important content that health education provides, finding the most effective pedagogical approach is of paramount importance. Project-based Learning (PBL) has been statically proven to be an effective form of instruction in a variety of content areas, but little research has been conducted on its effects in secondary health classrooms. This study seeks assesses the relationship between PBL and direct-instruction in high school health class settings. To test the hypothesis that PBL will lead to higher rates of retention of content compared to direct-instruction, students in two health classes were given pre- and post-tests regarding emotions and stress before and after being taught with one of the teaching styles. Results were analyzed and compared between classes to determine if there was a statistically-significant difference in test scores between PBL and direct-instruction classes.
Keywords: Health Education, Project-based Learning, Direct Instruction, Stress, Emotions
Topic(s):Education
Health Science
Exercise Science
Presentation Type: Oral Presentation
Session: 306-1
Location: MG 1000
Time: 1:15