Month/Year of Graduation

5-2024

Degree Name

Bachelor of Science (B.S.)

Department

Teacher Education

First Advisor

Justin Andersson, PhD

Abstract

This capstone project studied the effects of teaching grammar in context and allowing students to engage in content through project-based learning. Data shows that teaching grammar in context through project-based learning and a broader plan of study effectively gives weight to the study of grammar, and helps students gain current mastery while preparing for future learning. This unit started with a pretest, had seven days of instruction and formative assessment, and ended with a summative project that students had three days to complete. Students designed verb posters as their summative assessment and these posters were saved for future seventh graders to use. Data collected from the summative poster assessment overwhelmingly showed mastery and a marked improvement from the original pretests. This was proven by students retaking the original pretest and scoring significantly higher than on the pre-assessment. The data collected during the capstone project was analyzed to alter future grammar units to integrate new instructional strategies.

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