Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation

Abstract

The purpose of the study on which this paper is based was to conduct a performance evaluation of student learning for an introductory course in project management in a higher educational institution in Norway. This was done by utilizing performance measurement philosophy to evaluate perceived student learning after a project-based assignment was applied as an instructional tool. The evaluation was conducted at the end of the semester to determine whether it facilitated learning effectiveness by providing an authentic learning experience. Relevant learning criteria were identified from existing literature and were measured by means of a questionnaire survey. Ten measurement scales were established using a 5-point Likert scale. The survey was then rolled out for the same subject for two consecutive semesters for just over 100 project management students. The results indicated that the incorporation of project-based assignments has a positive impact on student learning, motivation, and performance both in the short and long term. The study finally revealed that the incorporation of project-based assignments enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies.

Effectiveness of a Hybrid Project-Based Learning (H-PBL) Approach for Students’ Knowledge Gain and Satisfaction in a Plant Tissue Culture Course

“…In that study, there was no analysis of the scores obtained by the students in their exams, but two questionnaires for evaluating the student learning objectives were used to measure the effect of the strategy. The incorporation of a project-based assignment enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies [42,44]. In our research, we showed that students acquired other learning outcomes and were able to improve their communication skills and applied the scientific method.…”

“…Stratford and Finkel [41] also reported that PBL promoted positive changes in the attitude towards science and the motivation for studying science. PBL has been demonstrated to have a positive impact on student learning, motivation and performance in higher education [42]. This effect can be particularly interesting in highly motivated and demanding students, for whom lecture-based learning could frustrate their expectations.…”

“…The use of PBL makes students apply the scientific method in their training, allowing students to acquire experience in a similar way to active research in the field [23], facilitating their approach to science from a professional point of view. Graduates from higher education institutions are expected to be ready to compete in the job market [42]; therefore, the acquisition of more practical learning outcomes will improve their prospects.…”

Undergraduate Research Program to Recycle Composite Waste

“…Moreover, local waste of CFRP has been increasing recently due to booming growth in using carbon fiber; therefore, part of the commitment toward the society from the university was to increase the awareness through the students by engaging with research projects trying find with solutions to reduce the negative impact. A complete program was designed for the students to be trained on handling the waste in order to proceed with the planned activities, since gaining hands-on skills is an essential matter for the students to acquire knowledge in order to cope with the diverse demands of working life [49,50].…”

iPlus a User-Centered Methodology for Serious Games Design

“…Some research work in the field of serious gaming frameworks exists. In particular, for the use of design patterns [12][13][14], approaches have been based on problem-based learning [15][16][17][18], deep learning [19,20], RETAIN model of FutureLab [21,22], and Evidence-Centered Design [23][24][25]. In this study, we use the Design, Play, and Experience (DPE) framework [26] to study the characteristics of SGs.…”