Abstract
The prevalence of project-based learning (PBL) has increased significantly, contributing to serious discussions about its advent. PBL’s critics doubt whether accentuating the practice supports teachers in using a technocratic method in education, instead of promoting instruction that is responsive to students’ ideas. Thus, this study aims to develop on using the effectiveness of the PBL approach, as a way to engage students in learning as well as to incorporate literature on the PBL method for educational purposes. The research hypotheses therefore measure the influence of the PBL method on collaborative learning, disciplinary subject learning, iterative learning, and authentic learning, which, in turn, engage students in learning. To achieve the research purpose, a questionnaire was employed as the main method of collecting data and dispensed to 124 teachers who were using the PBL approach. Structural equation modeling (SEM), a quantitative research method, was employed to obtain the findings. A significant relation was found between the PBL method and collaborative learning, disciplinary subject learning, iterative learning, and authentic learning, which, in turn, produced student engagement. The results show that the PBL technique improves student engagement by enabling knowledge and information sharing and discussion. Thus, the PBL approach is highly recommended for educational use by students and should be encouraged in universities.
Highlights
Whereas most project-based learning (PBL) literature concentrates on curricula, our goal is to build a framework focused on teaching practice
This study evaluated discriminant validity based on three criteria: variable index value below 0.80 (Hair et al, 2012), average variance extracted (AVE) value assumed to be equal to or more than 0.5, and AVE square considered bigger than the inter-construct correlations (IC) related to the factors (Fornell & Larcker, 1981)
The results demonstrated that most teachers partly agree or strongly agree that the PBL approach had a positive effect on Collaborative learning (CL)
Summary
Whereas most project-based learning (PBL) literature concentrates on curricula, our goal is to build a framework focused on teaching practice This effort is based on studies by some teacher educators who have attempted to ensure that teachers can advance practices in ambitious directions, so that all students, those who were previously underserved by schools, can experience opportunities for rich learning (e.g., Ball & Forzani, 2009; Grossman et al, 2009). Many terms have been proposed by educational researchers to characterize learning and learning methods that focus on students’ sensemaking such as “learning for understanding,” “intellectually ambitious learning,” and “authentic pedagogy” (Smith et al, 2001) Whereas such terms refer to subtle differences in technique, most indicate that students’ developing ideas should be elicited, considered, and explored by teachers. Various PBL techniques have been presented by scholars, some of which
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