Project-Based Learning and Third Grade Literacy: Teacher Perceptions on Viability of Implementation for Content Area Instruction

The impacts of third-grade literacy have resulted in laws and various policies to support reading proficiency. Even with an increased focus on meeting the literacy needs of third-grade students, there remains an important question, “How can schools meet literacy needs while also developing learners with the 21st-century skills needed to contribute to the future workforce?” This study examined teachers' perception of Project-Based Learning to support third-grade reading and writing literacy goals. The following questions guided the study. What are elementary school teachers’ perceptions of Project-Based Learning as an approach to enhance literacy outcomes for third-grade students through cross-content integration of targeted English Language Arts standards? How can Project-Based Learning target reading and writing literacy goals across content areas? and is there a correlation between Project-Based Learning implementation and reading achievement of third-grade students within a large urban school district? Utilizing a mixed-methods research methodology, the core of the data collection method was qualitative, which was supported by quantitative data. Data from third, fourth, and fifth-grade teachers working within public schools in a large urban school district in Florida were included in the study. Through open-ended interviews, open and closed-ended survey questions, and analysis of assessment data, the research concluded with the following; teachers perceived Project-Based Learning as a viable means of supporting literacy goals for third-grade students. Teachers identified challenges such as time, a need for professional development, and resources. The benefits included students taking ownership of their work, opportunities for collaboration and communication, choice, student voice, differentiation, content mastery, real-life experiences, motivation, increased engagement, and increased student confidence. The data showed no significant correlation between teachers' perceived level of use within the third-grade classrooms at their schools and student's performance on state standardized assessments. The data also revealed a correlation between a school's Title I status and the third-grade standardized assessment data. The study shed light on the complexities of instruction and a need for professional development opportunities to address the multifaceted nature of Project-Based Learning while examining consistency, rigor, and student-centered practices.