Project Method

Brief Historical background

Project is a pupil centred method, widely used in all around the world as one
of the predominant methods of teaching. The term project was first used by Richards in
1900. He was the head of the Manual Training centre of the Colombia University and the
pioneer in the advocacy of the problem-solving situation in manual training. In 1908,
Stevenson J.A made use of this term. He used it in connection with the agricultural
courses of the vocational schools of Massachusetts. Later the term was made use of by
the Massachusetts State Board of Education in 1911. The first formal attempt to make use
of the project method in education was made by professor W.H. Kilpatrick of Colombia
University in1918. It has since become very popular and extensively used in the different
parts of the world.
It is based on John Dewey’s philosophy of pragmatism, which stresses the
principle of “learning by doing” . The main focus of project is the acquisition of
knowledge, skills, habits, ideas, etc., through purposeful activities.

The Concept of Project:

The term project is defined in different ways by different educationalists. The

following are a few definitions.

i) A project is a whole-hearted purposeful activity proceeding in a social

environment – W.H. Kilpatrick
ii) A project is a bit of real life that has been imparted into school – Ballord
iii) A project is a problematic act carried to completion in its natural setting
- Stevenson .J .A.
iv) It is a voluntary undertaking which involves constructive effort or thought and
eventuates into objective results – Thomas & Long
v) A project is a significant practical unit of activity of a problematic nature
planned and carried to completion by the pupils in a natural manner involving
the use of physical materials to complete the unit of experience - Bossing
vi) A project is any unit of activity, individual or group, involving the
investigation and solution of problems, planned and carried out to conclusion
under the guidance of the teacher – Callahan & Clark

Characteristics of Project method:

i) As an instructional method, it takes the student beyond the walls of the class room.

ii) It is carried out in a natural setting, thus making learning realistic and experiential.

iii) It encourages investigative learning and solution of practical problems.

iv) It is focused on the student as it enlists his/her active involvement in the task set.

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v) It encourages the spirit of scientific enquiry as it involves validation of hypotheses
based on evidence gathered from the field through investigation.

vi) It encourages the student to interact in a realistic way with the social environment of
which he/she is a part.

vii) It promotes a better knowledge of the practical/functional aspects of knowledge

gained from books.

viii) It enhances the student’s social skills, as it requires interaction with the social
environment.

ix) It is based on the facilitator model of instruction as it requires the teacher to play a
facilitative role rather than the role of an expert.

x) It allows the students a great degree of freedom to choose from among the options
given to them, hence it provides a psychological boost.

xi) It provides enough opportunity to the student to acquire knowledge and skills
through practical experience.
xii) It encourages the spirit of research in the student.

The Principles of Project method

i) The Principle of Utility: The project work attempts to study, investigate and find
solution to a practical problem. The problem is not abstract but a concrete one which
the learner can identify. The learner is convinced of the need to investigate the
problem as it definitely has an impact on the life around him. Thus, the project work
has utility value.

ii) The Principle of Readiness: The learners are allowed to choose any one from a set of
problems presented. Thus, the learners are given freedom to choose the problem based
on their interest. As a result, the learners show a high degree of readiness.

iii) The Principle of Learning by doing: This method is activity-based method and the
learners acquire the knowledge based on work and practical experience. Thus,
whatever learning takes place is the by-product of the activity and this makes
learning a memorable and an enriching experience.

iv) The Principle of freedom at work: The teacher acts only as a guide and facilitator
and the learners enjoy a high degree of freedom to choose and work on their own with
least assistance from the teacher. The freedom allowed to the student facilitates the
process of emotional and intellectual development in the child.

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v) Principle of Socialization: The project work attempts to provide opportunities for
the student to acquire social skills necessary at a later stage to move and fit into the
system of society easily and profitably. The student under this method comes into
contact with the social environment and during the course of active interaction with
various elements of social environment acquires the social skill.

Types of Project

Dr.W.H.Kilpatrick, in his paper on “The Project Method” (1918), has classified projects
on the basis of tasks involved.
a) Problem Type: A project that involves investigation and solution of practical
problems (eg: doing a project on the problem of low literacy level in a nearby
village, investigating pollution problems, investigating community health
problems etc.)
b) Product Type: A project that involves construction of a useful material object or
article to embody some idea or plan in external form.(eg: making a model of the
wooden cantilever bridge over the Phochu river in Punakha)
c) Consumer Type: A project that provides opportunities for experience on a
particular area/field and writing an account of it. (eg: attending a festival in a
village and writing an account on its aesthetic value.)
d) Drill Type: A project that provides opportunities for mastery of skill or
knowledge on a particular area/field. (eg: writing a critical analysis “on the
system of government during the rule of first and second Desis”)

The stages and steps involved in a Project Work

I. According to Diana and L.Booth (1986), a problem type project has three distinct
stages,

1. Class room planning

2. Execution
3. Conclusion

1. Classroom planning: In this stage, the important aspects related to the project
work are discussed and the execution of the project work is planned thoroughly.
There are 4 steps under this stage.

Step (i) : Providing a set of problems: The teacher provides a set of problems to
the students and initiates discussion on them. The students, individually or groups
are asked to choose a particular problem that interest them.

Step (ii) : Selecting and defining a problem: The students select a particular
problem (individually or in groups) and define the problem precisely. The precise
definition of the problem is very important because the student should be clear

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 about the problem in which he/she works.

Step (iii) : Formulating hypothesis: Hypothesis are probable solutions to the

problems. The students at this point , after reflection and discussion, frame a
hypothesis for the problem selected.

Step (iv): Planning/Designing methods to test the hypothesis formulated:

The teacher then asks the students to plan or design methods to test the
correctness of the hypothesis framed for the problem selected. The student reflect
on the nature of the problem, the hypothesis framed, the data required to validate
the hypothesis, the mode of collecting such data etc., and plan/design a
comprehensive method to test the hypothesis. The teacher, before the
commencement of the execution stage, discusses the evaluation criteria with the
students and briefs them on the format of the project report to be submitted.

2. Execution : In this stage the student comes into contact with the social
environment and active interaction results between the two. This stage provides
ample opportunity for the learner to acquire and improve social skills. The steps
under this stage are,

Step (v) : Collection of data: The students move out of the class room and as per
their plan begin to gather data from various sources. They have to carefully
record the information collected and later organise the information in a way that
would facilitate further study and interpretation.

Step (vi) : Interpretation of data: At this point the students study carefully the
data collected and interpret information collected. The interpretations are noted
down and the findings and conclusions are arrived at.

Step (vii) : Reviewing: The students then critically examine the methods adopted
to collect the data, the adequacy of the data collected, the interpretation of the data
and the conclusions arrived at which either support or reject the hypothesis
formulated. After this the teacher is consulted and a review of the entire project
exercise is made. The suggestions and recommendations of the teacher are
incorporated in the first draft of the project report.

3. Conclusion: In this stage, the project work report is submitted by the students and the
Evaluation of the same is undertaken by the teacher. The steps under this stage are,

Step (viii) : Reporting: The students present their findings in the form of a
project- report, after receiving the corrected first drafts submitted. The report
generally consists of the following components,

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 a) Introduction: A description of the topic being studied, along with relevant
background information is given here. A clear statement of the purpose,
and scope of the study should be included.
b) Materials and methods used: A description of the equipments, methods
and procedures used and experiments performed is given.
c) Observations and results obtained: The recorded observations and the
data collected are noted under this section.
d) Discussion: Interpretation of the data/ findings, comparison of the results
with other workers in the same field and the conclusions arrived at.
e) Bibliography: List of references if any.

Step (ix) : Evaluating: The teacher evaluates the work submitted, on the basis of
the evaluation criteria discussed and decided upon with the students. The evaluation
criteria should be clear, specific and comprehensive.

II. The following procedural steps may be followed while carrying out Product type,
consumer type and drill type project works,

i) Providing a set of topics/ sub topics/issues etc.,

ii) Selecting
iii) Purposing (Objectives)
iv) Executing
v) Reviewing
vi) Reporting
vii) Evaluating (In this case, the set of criteria may differ from that of problem type)

Role of the Teacher in a project work:

1. The teacher is not a dictator or a commander but a friend, guide and a working
partner.
2. He should provide occasions for shy pupils to come forward and contribute
something towards the success of the project.
3. He should help the students in developing the character and personality by
allowing them to accept the responsibilities and discharge them efficiently.
4. He should provide democratic atmosphere in the class so that the pupils can
express themselves fully without any fear of the teacher.
5. He should be alert and active all the time to see that the project is running in its
right lines.
6. He should have a thorough knowledge of individual children so as to allot them
work accordingly.
7. He should have initiative, tact and zest for learning.

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 Merits of Project method

1. This method is based upon the laws of learning. ie.,

a) Law of readiness: The pupils are made ready to learn by creating interest,
purpose and life-like situations.
b) Law of exercise: By practicing, we learn things. There is self-activity on
the part of the students. They carry on the activity in the real life
situations; the experiences gained thus are very useful in the later life of
the children.
c) Law of effect: The sense of success and satisfaction should accompany
the learning process. This law makes it essential for the teacher to make
the child satisfied and feel happy in what he/she is learning.

2. It promotes co-operative activity and group interaction. As a result habits of

thinking for a common cause, tolerance, self-dependence, resourcefulness and
other socially desirable habits are formed.
3. It is a democratic way of learning. The children choose, plan and execute the
project themselves.
4. It teaches dignity of labour and the pupils develop respect and taste for all types
of work.
5. It affords opportunity to develop keenness and accuracy of observation and to
experience the job of discovery.
6. It helps to widen the mental horizon of pupils. Old beliefs and prejudices are
overcome when the child experience and analyse the problems in their natural
settings.
7. It sets up a challenge to solve a problem and this stimulates constructive and
creative thinking.

Demerits of project method:

1. It absorbs a lot of time, with the result that the quantity of knowledge suffers.
2. The whole syllabus, especially for more advanced classes, cannot well be
included in a collection of projects and it is difficult to finish the syllabus in the
limited time.
3. It is expensive in the sense that a well-equipped library and a laboratory are
required and at the same time, the pupils have to bear the expenses on excursion
and other visits etc.
4. The teacher will have to be exceptionally gifted, knowledgeable as well as alert
and helpful.

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 Model Lesson 1

Subject: Science
Class: VIII
Topic: Electrical circuits
Previous Knowledge: The students have learned about resistance, current and voltage.

Objectives:
On completion of this project, the student should be able to

i) Differentiate parallel and series circuits

ii) Measure resistance, current and voltage of circuits using suitable
apparatus.
iii) List down the reasons for using parallel circuit in household
electrification.

Stage I:

Class Room Planning:

The teacher divides the class into groups of 3 members each and the teacher provides a
set of problems/topics related to electrical circuits (Step-I: Providing a set of problems)

The teacher discusses the mode of evaluation with the students and sets the evaluation
criteria as follows,
Introduction and objectives of the project-3 marks
Methods and materials used –5 marks
Observations and results- 5marks
Discussion – 10 marks
Summary – 2 marks
Total : 25 marks

Suppose one of the groups chooses the topic - ‘Why household circuits are connected
in parallel instead of series?’
The group chooses the problem and defines the problem. Even though there are two
types of electrical circuits, namely series circuit and parallel circuit, parallel circuit is
used in household electrification. Why? (Step-2: selecting and defining the problem)

The group formulates the following hypotheses on both parallel and series circuits (step-
3: formulating hypothesis)

i) It could be due to the difference in resistance of the circuits

ii) It could be due to the difference in current in the circuits
iii) It could be due to the difference in voltage across each component of the
circuits

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 iv) Will both the circuits continue to function if one of the bulbs is removed?
Then the students discusses as to how to test the hypotheses and design
methods/experiments to test the hypotheses. The group decides to do the following
experiments/methods to test the hypotheses.(Step-4: Designing methods to test the
hypothesis formulated)

1. Constructing parallel and series circuits with three torch bulbs (2V),
batteries, connecting wires and switches.
2. Measuring the resistance of the circuits and the different components
using an ohmmeter.
3. Measuring the current in both the circuits by ammeter.
4. Measuring the voltage across the circuits and the components using
voltmeter.
5. Checking the function of circuits by removing one of the bulbs from the
circuits.

Work Distribution:

Who does what?

The group members divide the work among themselves.

All the 3 members together construct a parallel circuit and a series circuit using torch
bulbs, batteries, connecting wires, bulb holders and switches. Accordingly,

Member 1: Measures the resistance of the circuits and the components

Member 2: Measures the current in the circuits
Member 3: Measures the voltage across the circuits and the components.

Then the members check the function of the circuits by removing one of the bulbs.

When?
Monday 4th and 5th periods and Wednesday 1st and 2nd periods (Science block periods)
may be used for doing experiments.

Stage-II : Execution:

The students collect the data through experiments. In this case, they record the
differences between parallel and series circuit in terms of resistance, current and voltage.
(Step-5: Collection of data)

After collecting the data, the students interpret the data, i.e., compare the data from the
two circuits and find out the reasons for using a parallel circuit in household
electrification. In this case, the group based on the data collected, interprets by saying
that a parallel connection is used in household electrical circuits because,

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 i) Resistance of the parallel circuit is less
ii) Current flowing through the parallel circuit is high
iii) Voltage across each bulb of the parallel circuit is same, and
iv) Even if one of the bulbs in the parallel circuit is removed, the circuit still
functions.(step-6: Interpretation of data)

The students review the work done and check the adequacy of the data collected
and the validity of the interpretation in relation to the hypotheses first independently and
then in consultation with the teacher. The students note down the suggestions of the
teacher and appropriate actions are carried out.(step-7 : Reviewing)

Stage –III : Conclusion:

Students write their findings in the form of a report (step-8: Reporting)

Students while writing the report follow the format given by the teacher, which is
as follows,

Introduction and objectives

Methods and materials used
Observations and results
Discussion and
Summary

Students after preparing the project report, submit to the teacher and the teacher based on
the evaluation criteria agreed upon, carries out the evaluation.(step-9 : evaluating)

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 SAMPLE LESSON ON PROJECT METHOD 2

Topic: Local Festival

Objectives:
 Define Festival
 Tell the importance of festival
 Tell why and when local festivals are celebrated
 How the festivals are celebrated
 Explain the advantages of the festival

Step 1: Providing a set of problems:

Teacher provides a list of topics for the project. In groups, students discuss the issues and
other problems.

Step 2: Selecting and identifying the problems:

The project on festival is chosen to create awareness and to find out about their locale
festivals. Encourage the students to carry out project work on their local festivals.
Explain the objectives and the procedures for taking up the projects.

Step 3: Formulating hypothesis:

Students come up with certain hypotheses on why local festivals are celebrated.

1. To celebrate the happy end of heavy monsoon season

2. To celebrate the bountiful harvest of crops
3. To thank the local deities for helping the farmers to harvest more crops
4. To perform annual rituals to appease the deities
5. To celebrate the leisure time
6. To gather and have fun

Step 4: Planning:

Students discuss the methods of carrying out the project. They design questions to
interview the people around.

- How many question?

- How many people?
- How long?
- Which group of people? (Sample)

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 - How to collect the data? (Hand written, tape record).

Name of the festival: THRUE (Blessed Rainy Day)

From where did: “Thrue” originate?

When does people celebrate “Thrue”?
What is its significance?
Is it celebrated all over Bhutan?
How it is celebrated? How long?
What for is it celebrated/

Step 5: Collecting data:

Using the above questionnaire students interview the selected people.

Step 6: Interpreting data:

Transcribe the data, analyses, summaries, and display the findings.

Step 7: Closure:

Teacher summarizes their findings.

Step 8: Reporting: Students report on their findings using the following guidelines.
a) State the problem
b) Introduction and the objectives of the project word
c) Methods and materials used
d) Result obtained
e) Discussions
f) References if used any

Important Components

Teachers using the project-based learning strategy need to do more than pose a project;
they need to make sure the project has the potential to meet the following eight
components.

1. Significant content:
The problem must involve students working with essential content. This content is
usually based off of designated state standards.
2. 21st century skills:
The projects students participate in need to allow them to problem-solve and
engage in critical thinking. Projects should push students to be creative and
require them to collaborate in order to be successful.

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3. In-depth inquiry:
A good project will last more than a day or two. Teachers need to give students
the time to really investigate, ask the important questions, and construct their own
answers.
4. Driving question:
A quality project will be framed around a question that both engages students and
helps focus their inquiry.
5. Need to know:
A project should entice students to want to complete research to find the answer.
Quality projects motivate students to learn and investigate.
6. Voice and choice:
In order to give students ownership over the project, teachers need to allow
students to make decisions about how to investigate the problem and how to work
together. (Of course, the teacher can help facilitate this).
7. Reflection and revision:

Before students complete their work, there should be time for students to receive
feedback about their progress

8. Public Audience

Students should be given the opportunity to deliver their project to an authentic

audience that will either use or benefit from their work.

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