Date of Award
Fall 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Michael M. Grant
Abstract
The purpose of this action research was to evaluate the impact of a project-based learning innovation course on high school students’ oral communication, presentation skills, confidence levels, and college and career readiness in a college and career readiness program housed at a university in the Mid-Atlantic region. Effective oral communication and presentation skills have been continuously emphasized by national organizations and employers to be critical skills for success in students’ academic and professional lives. However, teaching oral communication and presentation skills to high school students has been neglected, which has negatively affected students’ college and career readiness, particularly for students identified as first-generation college and from low incomes. This study explored the following research questions: (1) How and to what extent does implementation of a project-based learning course in a college and career readiness program impact high school students’ oral communication skills? (2) How and to what extent does the implementation of a project-based learning course in a college and career readiness program impact high school students’ presentation skills. (3) What is the impact of a project-based learning course on high school students’ college and career readiness? and (4) What are high school students’ perceptions about a project-based learning course on their oral communication, presentation skills, confidence, and college and career readiness?
This action research used a convergent mixed method with high school students (n = 5) from 9th to 11th grades. Data were collected through surveys, project rubrics, and semi-structured one-on-one interviews. Descriptive statistics revealed the project-based learning innovation course had a positive impact on participants’ oral communication, presentation skills, confidence levels, and college and career readiness. Three themes emerged from the qualitative data analysis: (1) students’ precourse perceptions, (2) students’ postcourse experiences and perceptions, and (3) students’ perceptions of and learning experiences with the innovation’s projects. A discussion of findings, implications, and limitations of the study are also included.
Rights
© 2025, Mandana Marashi
Recommended Citation
Marashi, M.(2025). The Impact of Project-Based Learning on Future First Generation College Students’ Oral Communication Skills, Presentation Skills, Confidence Levels, and College and Career Readiness. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8601