Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

Masha Krsmanovic

doi:10.14434/josotl.v21i2.28723

Abstract

This research examined the effects of a first-year elective course redesign on promoting students’ self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students’ responses for all learning outcomes before and after the curriculum redesign.

Highlights

Increasing college enrollments represent one of the constants characterizing 21st century higher education
Two-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the seminar under the new curriculum (n = 881)
While previous studies have demonstrated the benefits of project-based learning (PjBL) in improving student academic performance (Çelik et al, 2018; Huysken, et al, 2019), conceptual understanding (Coruhly & Nas, 2018), and research skills (Saliba et al, 2017), this study revealed its effects on participants’ self-efficacy – a critical contributor to academic success

Summary

Introduction

Increasing college enrollments represent one of the constants characterizing 21st century higher education. As Sternberg postulated: “A strange new breed of students has invaded our universities. They either bring new and unique ways of learning and will change higher education forever or they are intent on intellectual Armageddon” According to Fink (2013), both individuality and diversity among modern learners lead to different methods of inquiry, different models of thinking, and different ways of learning. Students enroll in college with different personal and professional goals; forming different expectations about the desired learning outcomes. Educators are expected to shift the traditional role of intellectual authorities and become learning facilitators (Rickes, 2009)

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Conclusion