The history of Project-based and Problem-based learning.
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The major purpose of the study was to examine the history of project based and problem based learning. The specific objectives of the study were: to assess the roles and responsibilities of teachers and students in the project based and problem based learning, to examine perception and attitudes of teachers on project and problem based learning and to examine how implement project based and problem based learning in institutions. The study employed a qualitative approach in the data collection and analysis process. Qualitative research is credited for being highly exhaustive and reliable in making exploration experiences. Thus it was used in this study to enable the researcher to obtain a detailed and deeper understanding the history of project based and problem based learning. The study concluded that since traditional methods may not be providing enough opportunity to develop critical skills of communication, collaboration, creativity, and critical thinking; problem-based learning and project based learning may a viable solution to help schools develop these important skills. This deeper understanding may help provide suggestions on how to further improve policy and practice in project based and problem based learning by providing specific feedback as to what should be addressed to move forward with effective implementation. By gaining a deeper understanding of teachers’ perceptions, this knowledge can help correct any misconceptions in practice and implementation, and therefore, help achieve positive student outcomes of both projects. The study recommends that Districts should consider the curricular focus given to project based and problem based learning, consideration should also be given to modifications to time, lesson plans, and grading, all of which need to be in place to properly support project based and problem based learning. By utilizing the study’s data, schools can begin to focus their professional development and teachers’ workshops to improve on project based and problem based learning instruction by providing specific support to the teachers in areas of need. In the future, more research on the effects of project based and problem based learning may be effective to continue to make important and positive changes to project based and problem based learning implementation.