Differences in the Students’ Achievements between Traditional and Project-based Learning of Basic Engineering Competencies: A Quasi-experimental Study

Abstract

Project-based learning (PjBL) can greatly affect the output competencies of technology and engineering students. However, PjBL is still not central to the curriculum of this education. This paper provides an example of PjBL in engineering education and provides research findings on differences in student achievement between project-based teaching versus traditionally organized. The PUD-BJ project learning model was used for implementation, and the research was conducted on a sample (N = 64) of undergraduate students of the Polytechnics of the University of Rijeka. Given the limitations, the research was conducted as a quasi-experimental intervention study. Common, traditional methods and instruments were used to evaluate achievements. The results show that the dominated achievement of students in traditional teaching is similar to project-based learning, but with significant individual differences. While in traditional teaching there are no students whose achievements are significantly higher than dominated, in project-based learning some students show exceptional achievements. The obtained results show the main advantages of project-based learning: it gives the opportunity to students who can and want more for exceptional achievements, motivates them for further research, contributes to self-awareness and development of their own learning paths.