Student perceptions of the use of project-based learning in civil engineering courses

Abstract

Project-based learning (PBL) is a student-centered approach in which students learn by solving real-life problems in a teamwork environment. Little is known about how students in different academic levels perceive the effectiveness of PBL approach. This study aims to compare and analyze students' perceptions of the use of PBL in different undergraduate- and graduate-level civil engineering courses. Students' perceptions of the effectiveness of the partial use of PBL in civil engineering courses to improve their understanding of course topics and develop their life skills were collected through a questionnaire distributed at the end of the semester. Data was collected from 104 students enrolled in five different undergraduate and graduate civil engineering courses. Results showed that students of the junior-level course held more positive attitude towards collaboration and teamwork rather than students of senior-level or graduate-level courses. The mean scores of the survey questions related to teamwork, collaboration, and communication skills tended to decrease with an increase in the course level. Junior-level students exhibited the highest degree of satisfaction in response to the survey question related to the degree of enjoyment when working in groups. Due to the difficulty in scheduling meetings, ineffective communications were noted by graduate students. They recorded the lowest mean scores for the survey questions related to teamwork/collaboration skills and degree of enjoyment when working in groups. Survey results indicated, however, that PBL was more effective in improving understanding of course topics, self-regulation and self-learning skills of the graduate students rather than undergraduate students.