Comparing Traditional and Project-Based Learning Methods

Introduction:

This study aimed to compare the effectiveness of traditional teaching techniques versus project-based learning for teaching origami to fourth-grade students. The project involved creating origami frogs as a present for a school event.

Methodology:

The study was conducted with three fourth-grade classes, labeled A, B, and C, consisting of 25, 24, and 26 students, respectively. The study took place over two sessions of 45 minutes each on the same day. The first session was dedicated to learning the origami frog-making process, and the second session was for creating the origami frogs.

Class A (Traditional Learning):

In Class A, students started by reading the steps to create an origami frog. They then completed a worksheet with information and took a test graded out of 10, with a passing score of 5. All students scored 8 or higher on the test. The following day, they built the origami frogs, completing a total of 5 frogs.

Class B (Guided Project-Based Learning):

In Class B, students were provided with papers and followed the instructions modeled by the teacher during the first day, with individual explanations. On the second day, they completed 30 origami frogs.

Class C (Collaborative Project-Based Learning):

In Class C, students had access to the teacher's explanation, paper instructions, and YouTube videos. They were organized into groups and encouraged to help each other. On the second day, they completed 215 origami frogs in different shapes and colors.

Results:

The study found that Class C, which employed a collaborative project-based learning approach, produced the highest number of origami frogs (215). Class B, with guided project-based learning, completed 30 frogs, while Class A, using traditional learning methods, completed only 5 frogs.

Conclusion:

The results suggest that project-based learning, particularly with collaborative elements, can be more effective than traditional teaching methods for engaging students and promoting hands-on learning. The collaborative project-based approach in Class C enabled students to create a significantly higher number of origami frogs compared to the other classes.