Date of Award

Spring 5-2017

Document Type


Degree Name

Doctor of Education (EdD)


College of Education

Primary Advisor

Dr. Dough Roth

Second Advisor

Dr. James Anderson

Third Advisor

Dr. Gordon Miller


This study compared students taught with traditional teaching methods and those with project-based learning methods in a sixth-grade social studies classroom. Student assessments were examined to determine how students scored on lower-level thinking questions and higher-level thinking questions as defined by Bloom’s taxonomy of learning. Results indicated that students who were taught through traditional methods scored significantly higher on lower-level thinking questions than those taught through project-based learning. Conversely, students taught through project-based learning scored significantly higher on higher-level thinking questions than those taught through traditional methods.