Efficacy of STEM Initiatives Utilizing Project-Based Learning with Inclusion Students in an Urban High School

This project study addressed the effects of combined STEM and Project-Based Learning (PBL) in an inclusion model within an urban high school in the Northwest United States. Although there has been an increased focus on STEM and PBL, little is known about the impact of these initiatives on students with disabilities. This study was guided by Ginsberg and Wlodkowski's 4 conditions of motivation framework and Glasser's choice theory. Using a sequential mixed methods design, the research questions explored the efficacy of combined STEM initiatives utilizing PBL as a primary instructional strategy on academic achievement, behavior, and attendance in inclusion classrooms. Qualitative survey responses were coded for themes. The findings indicated that 19 out of 49 teachers perceived an overall positive effect of combined STEM-PBL but reported concern about the rigors of STEM for students with disabilities as well as a need for additional professional development. Quantitative data, including test data, behavior referrals, and attendance reports from 2008-2013 ( n = 2,178), were analyzed using a Mann Whitney U, ANOVA, and MANOVA. Findings indicated significant differences in math and reading scores for 2008-2012 as well as differences in attendance but no significant difference between the 2008-2009 and implementation year 2012-2013. The results indicated the need for additional professional development for teachers to address the effective use of STEM and PBL strategies in inclusive classrooms. The recommendations also included implementing combined STEM-PBL strategies. This study affects positive social change by communicating the effectiveness of STEM schools using PBL and by providing a model for professional development to improve learning outcomes in inclusive classrooms.