Research Summary of the Many Benefits of Action Learning 

The research is remarkably coherent in what is revealed: Project Based Learning--what TEA calls Action Learning--works and has been shown to yield a number of strong benefits for Basic Skills and/or At-Risk students, ranging from deeper learning of academic content, to stronger motivation to learn, to application to career and workplace settings. We can find several promising research areas, including: 

Academic achievement: 21st century learning emphasizes mastery of significant academic content, which also is the foundation of any well-designed PBL project. Comparisons of learning outcomes in AL versus more traditional, textbook-and-lecture driven instruction show that students learning through AL retain content longer and have a deeper understanding of what they are learning. (Penuel & Means, 2000) 

Specific content areas: AL has been shown to be more effective than traditional methods for teaching math, economics, language, science, and other disciplines. (Beckett & Miller, 2006; Boaler, 2002; Finkelstein et al., 2010; Greier et al., 2008; Mergendoller, 2006) 

Key Learning Competencies: AL helps students master the key competencies identified as essential for college and career readiness and success. Research has shown students in AL than in more traditional classes and are able to apply what they learn to real-life situations. (Finkelstein et al., 2010)  AL students also show improved critical thinking. (Beckett & Miller, 2006; Horan, Lavaroni, & Beldon, 1996; Mergendoller, Maxwell, & Bellisimo, 2006; Tretten & Zachariou, 1995).

Impact on Students’ affective domain: Through AL experiences, students improve their ability to work collaboratively and resolve conflicts. (Beckett & Miller; 2008). Opportunities for collaborative learning provide benefits to students across grade levels, academic subjects, and achievement levels. (Johnson & Johnson, 2009; Slavin, 1996)  In AL classrooms, students demonstrate improved attitudes toward learning. They exhibit more engagement, are more self-reliant, and have better attendance than in more traditional settings. (Thomas, 2000; Walker & Leary, 2009)

Impact of Action Learning on Equity: AL shows promise as a strategy for closing the achievement gap by engaging lower achieving or high risk students. (Boaler, 2002; Penuel & Means, 2000). In addition, AL effectively serves diverse learners. (Hixson, Ravitz, & Whisman, 2012) 

Action Learning also offers important benefits for teachers:

Impact on Teachers: When teachers are trained in PBL methods, they devote more class time to teaching 21st century skills; their students perform at least as well as students engaged in traditional instruction. (Hixson, Ravitz, & Whisman, 2012) Teachers who make the shift to AL in classroom practice report increased job satisfaction. (Hixson, 2012)