Discipline: Social, Behavioral & Economic Sciences
Subcategory: STEM Research
Ometha Lewis-Jack - Bowie State University
Co-Author(s): Dr. Cheryl Blackman, Shannel Blake, Maxwell Lawson, Debora Louis
The purpose of this study was to examine the extent to which Collaborative Project-Based Learning (CPBL) impacts self-efficacy, academic success, and persistence rates. One hundred first semester college freshmen STEM majors enrolled in a freshman seminar course participated in this study. Participants were given a survey to measure their knowledge of Robotics, and a pre and posttest that assessed their levels of self-efficacy based on their involvement in CPBL. The results indicated that the CPBL environment increased students’ self-efficacy and had an impact on their GPAs and persistence rates. Future research should focus on CPBL and its usefulness for other courses and disciplines
Funder Acknowledgement(s): The Department of Education Ronald E. McNair Postbaccalaureate Achievement Program
Faculty Advisor: None Listed,