Abstract
ABSTRACTThe objective of this study was to carry out a mixed methods construction education study seeking to improve student learning. This study uses project-based learning (PrBL) and milestone deliverable pedagogy to teach a concrete industry project management course and compares the outcome to a control (non-PrBL) version of the same course. The intervention course was designed as a full semester learning experience for students. The students worked as project managers from start to finish constantly contributing to the completion of their team project. In the control scenario, delivered in Fall 2013, students were required to carry-out a traditional project due at the end of the semester. This study examines the impact of having the course project become the main learning mechanism and considers and measures the ways in which PrBL affects student performance. Pre and post questionnaires regarding self-perceptions of learning and skill development were administered and project and course grades were used to assess the impact of PrBL on the students’ performance. The questionnaires revealed a minimum increase of students’ perception of their understanding of 48%. The course grade comparison showed an average of 13% point increase in all student grades when the PrBL pedagogy was implemented.
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