Effect Of Project-based Learning Research Articles

Effect of Project-based Learning on Art Basic Sketching Ability of Second-Year Vocational Students in the Academic Year of 2023 of Chongqing University of Arts and Engineering

Effect of Project-based Learning on Art Basic Sketching Ability of Second-Year Vocational Students in the Academic Year of 2023 of Chongqing University of Arts and Engineering

The Effect of Project-Based Learning and Self-Efficacy towards Students’ Entrepreneurial Readiness in Vocational High School

The Effect of Project-Based Learning and Self-Efficacy towards Students’ Entrepreneurial Readiness in Vocational High School

Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education

Effectiveness of Project-Based Learning in Metal Welding Technology Course with STEAM Approach in Vocational Education

Effects of Project-based Learning on Students' Learning Performance and Engagement in Computer Science

Attention has been drawn to the benefits of integrating project-based learning (PjBL) into educational curricula to enhance student engagement. This study investigated how well project-based learning fosters student engagement and achievements in computer science courses. Qualitative and quantitative research methods were used for this experiment. A total of 60 first year undergraduate students included in the study were divided into the two following groups: experimental group (n=30) and control group (n= 30). National Survey of Student Engagement’ (NSSE) based on Coates’ five-dimensional framework theory of student engagement was used to collect the data. The results showed that there was no significant difference in the pretest scores between the experimental group and the control group (p >0.05) before the intervention. However, after the experiment, the post test scores of the experimental group were significantly higher than those of the control group (p <0.01), indicating an improvement in engagement. The mean grades and mean engagement of the experimental group were also higher compared to the control group. The difference in engagement between the experimental group before and after the intervention was statistically significant (Z=-3.522, p <0.05), with the median data after intervention being higher than before. Specifically, students engaged in project-based learning (PjBL) were more actively involved in self-perception and self-worth compared to students in traditional learning settings. These findings suggest that highly contextualized project-based learning has a positive impact on student engagement and achievements.

Effects of Project-Based Learning on Students’ Academic Achievement in the Subject of Social Studies at the Elementary Level

This study investigated the effects of using a project-based learning approach in teaching elementary-level social studies. The study was experimental and was conducted using a Pretest-Posttest Equivalent Group Design. The sample students of the study were equally assigned to two groups, i-e, an experimental group and a control group. Pre- and post-tests were used to collect data from both the study groups, which reflected their academic achievement. The data were analyzed and interpreted using Mean, Standard deviation and Paired Sample t-tests. The study results show that project-based learning is an effective teaching method for social studies at the elementary level. Therefore, the study recommends using this approach for teaching the subject at the elementary level to enhance students’ academic achievement. To achieve this purpose, the social studies textbook should be revised to include the procedures and principles of project-based learning. Furthermore, training and workshops should be arranged for teachers to train them to use this approach efficiently in their teaching.

Empowering Merdeka Play: Unleashing Potential Through Project-Based Learning in Kindergarten

This research responds to the limitations of conventional learning methods and minimal educational game tools in stimulating children's interest in learning, this study explores the effectiveness of Project-Based Learning (PjBL) in the implementation of the Merdeka Play curriculum for early childhood education. The research, a descriptive qualitative study, involved 30 children aged 4-6 at Pembina Kindergartens. Through direct observation, interviews, and documentation, the study assessed the development of religious values (80%), self-identity (73%), and literacy/STEAM skills (75%) using the PjBL approach. The overall average achievement across these aspects was 76%. The findings indicating the effectiveness of PjBL, especially through independent play, in facilitating holistic development among young learners. This research contributes insights into enhancing early childhood education with implications for curriculum design and teaching methodologies.

Project-Based Learning (PjBL) Liveworksheets to Enhance Learning Outcomes in Number Operations for Fourth-Grade Elementary Students

Teaching integer operations in elementary schools encounters several challenges, notably students' difficulties in applying mathematical concepts to real-life situations. Moreover, the integration of technology in elementary school mathematics worksheets remains limited. This study aimed to evaluate the validity, practicality, and effectiveness of Project-Based Learning (PjBL) Liveworksheets in improving learning outcomes for fourth-grade students in number operations. The participants of this study were 15 fourth-grade students at Mekar Elementary School. The research utilized a Research and Development approach, following the ADDIE model. Evaluations by experts yielded the following scores: media experts rated the worksheets at 81.5 ("Good"), material experts at 85.5 ("Good"), and the practicality assessment scored 83.5 ("Good"). Before the implementation of the PjBL Liveworksheet, students had an average score of 70.6, which increased to 79 post-implementations. The n-gain score of 0.30, classified as "Medium," indicates a moderate improvement in student learning outcomes. These findings demonstrate that the use of PjBL Live Worksheets has a positive impact on student learning outcomes, enhancing their enthusiasm for collaborative project work and their ability to engage with digital worksheets. Integrating such innovative tools into the curriculum could significantly contribute to better educational practices and improved student performance in mathematics

Effectiveness of Project-Based Learning in Improving Critical Thinking Skills and Environmental Concern Attitude in Vocational Students

Creating conducive learning must be supported by skills in managing classes, learning media and learning models. One learning model so that students have these skills is the project-based learning model. The aim of this research is to determine the effectiveness of implementing the project-based learning model on critical thinking skills and attitudes towards the environment. This research was conducted at vocational students in Banjarmasin City. This research uses a quantitative approach with experimental methods. The results of this research indicate that project-based learning is effective in increasing critical thinking skills and environmental concern for wetlands. This is proven by testing the effectiveness of critical thinking skills with the Asymp value. Sig. (2-tailed) is 0.003 < 0.05 and tests the effectiveness of the attitude of caring for the wetland environment with the Asymp value. Sig. (2-tailed) is 0.000 < 0.05

Effectiveness of project-based learning in a junior high science classroom

Project-based learning (PjBL) is an instructional approach that promotes active participation and helps students develop their skills and knowledge through engaging in real-world problems or situations. The success of PjBL is dependent on a well-defined method or plan, such as the 21<sup>st</sup>-century project learning bicycle model or the engineering design model, both of which emphasize the importance of teacher-student relationships. PjBL can be used in any class size and has shown to be effective in building 21<sup>st</sup>-century skills and deepening students’ understanding of the learning content through real-world experiences. PjBL can be successfully integrated into STEM subjects, and research has shown positive changes in student perceptions, self-efficacy, critical thinking, experimentation, collaboration, and problem-solving skills. Case studies and research have demonstrated PjBL’s effectiveness, including the successful implementation of an 8<sup>th</sup>-grade integrated science photosynthesis unit in a suburban charter school. Overall, PjBL provides an effective teaching approach that prepares students for success in the 21<sup>st</sup>-century through hands-on learning experiences.

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

The Effect Of Project Based Learning Model On Student’s Learning Results In Cognitive Domain and Creative Thinking Ability On Material Of Temperature and Calorie

The aimed of this study were: 1) to determine the significant difference between the effect of project-based learning and direct learning model on students’ result of learning in cognitive domain, and 2) to find out the significant difference between the effect of project-based learning and direct learning model on students’ creative thinking ability before and after learning. Population of the study included all students of class VII at SMP Negeri 02 Rumbia. who enrolled in second semester of 2020/2021 academic year. Samples of the study were class VII.2 consisting of 25 students, as a control class, and class VII.5 consisting of 23 students as an eVIIperimental group. The result showed that: 1) there was a significant difference between the project-based learning model and the direct learning model in their effect on students’ results of learning in cognitive domain; and 2) there was a significant difference between the project-based learning model and the direct learning model in their effect on students’ creative thinking ability before and after learning. Thereby, project based learning had significant effect on students’ result of learning in cognitive domain and creative thinking ability before and after learning of temperature and calorie.

The Effects of Project-Based Learning on Students' Scientific Reasoning Abilities and Credibility : A Teachers' Perspective

The purpose of this research paper is to investigate the impact of project-based learning on students' scientific reasoning skills and credence. The study's pre-exam and post-exam model was single group. 40 students from a public-school 8th grade students participated in the study during the spring 2021-2022 school year. The "Scientific Reasoning Exam Skills - SRES" was used to gauge the scientific reasoning abilities of the students before “Life science and Physical Science” course was taught using the research-project based learning approach and the SRES as a final progress check results. The 26 elements in this test are divided into 6 sub-categories Project-based learning is a student-centred approach that promotes active learning, critical thinking, and problem-solving through the exploration of scientific phenomena. This was accomplished in order to have a very solid result which will help schools to re-think in their curriculum design to make it more student-centered rand pee to peer rather than teacher centered. The results of the study's sub-problems can be summarized as follows: according to the sub-categories of proportional thinking, Hypothetical thinking, Probabilistic thinking and correlative thinking a significant difference was found between the SRES pre-exam total scores and post-exam total scores in favor of the pre-exam total scores. According to the sub-dimensions controlling variables and combinational thinking, there was no statistically significant difference in the pre-exam total scores. Between the SRES pre-exam and post-exam total scores of boys and girls students, there was no discernible difference. Only the combinational Thinking and correlative thinking sub-dimension showed a significant difference in the total scores of the SRES sub-dimensions.

Study of Junior High School English Reading Teaching on Project-based Learning

The overall objective of the compulsory education stage is described in China’s English Curriculum Standards: to enable students to develop initial comprehensive language skills, promote mental development and improve comprehensive humanistic qualities through the study of English. However, in the reality of junior high school English reading teaching, English teachers emphasize lecturing rather than competence, resulting in students not being able to understand the main idea of the text and limiting the development of students’ thinking skills and independent learning abilities. The project-based learning is a student-centred approach to completing projects through individual or group work, based on communicative teaching method and Dewey’s do-it-yourself theory. This study attempts to apply project-based learning to the problems that have arisen in the teaching of English reading in junior high school, and ultimately to verify the feasibility and effectiveness of project-based learning in the teaching of English reading in junior high school. Can project-based learning be effective in improving junior secondary students’ English reading skills? It is the core question of this study. This research was carried out in a secondary school in Sichuan Province with a total of 60 students in two classes in the second year of junior high school. The study was conducted in the form of an experimental class and a control class for 12 weeks. The experimental class adopted the project learning approach, while the control class adopted the traditional reading teaching approach. The students’ reading skills were compared through pre-tests and post-tests, questionnaires, SPSS analysis of the project implementation process and results, as well as interviews and observations. The final conclusion is that the use of project-based learning in junior high school English reading classes can effectively improve students’ reading ability and level, stimulate their interest in reading, and improve their interest in learning English.

The Effect of PjBL with Copy The Master Method on the Skills of Writing Lesson Plans

The skill of developing lesson plans is one of the competencies that teachers must have. The skills to develop these lesson plans can be learned while studying at universities. Based on observations, it was found that the skills of developing student lesson plans were still not in line with expectations, considering that students did not yet have an overview of the learning process in class. Based on this, learning methods are needed so that students are skilled in developing lesson plans. The purpose of this study is to determine the effect of using the Project-based Learning (PjBL) model with the Copy The Master method on the skills of developing lesson plans for prospective teacher students. This research type was quantitative research using experimental methods. The research design used was the Matching Pretest-Post-test Control Group Design. This research data collection technique used a test. The test given was a performance test, in which students made lesson plans based on the syllabus. Based on the results of the research and discussion, it can be concluded that using the PjBL Model with the Copy The Master method is effective in improving skills in developing lesson plans for prospective teacher students. Based on that, students can implement their knowledge when they become teachers.

Effects of Project-Based Learning with Project Guide E-book on Critical Thinking and Metacognitive Skills: A Case from Undergraduate Biology Students in Genetic 1 Course

Critical thinking skills bears a fundamental role in students’ thinking process and achievement. Meanwhile, the cornerstone of critical thinking is a metacognitive activity that has a substantial function in measuring and evaluating the obtained information, as well as learning from the experience. This study aims to examine students’ critical thinking and metacognitive skills before and after they participate in the PBL classroom using a project guide e-book for the genetic one course. The student’s critical thinking skills were assessed using written tests using open-ended question items. Further, the obtained scores were analyzed using paired t-test. The data analysis suggested an increase in students’ metacognitive and critical thinking skills after they attended the PBL class using the PBL-based project guide e-book for genetic 1. This increase was shown from the 0.000< α (α = 0,05) significance score of paired t-test. Thus, the PBL-based project guide e-book for the genetic 1 course is capable of enhancing students’ metacognitive and critical thinking skills.

Implementation of PBL Model on Strengthening Students' Numerical Literacy and Digital Literacy Skills

This study aims to look at the effectiveness of project-based learning on literacy skills and digital literacy of students in elementary schools. This study used a quantitative approach with the control group research method and the pretest-posttest research design. The students used in this study were grade II elementary school students with a selected population of 5 classes consisting of 120 students, randomly selected to meet the control class consisting of 20 students and 1 experimental class in each class who realized that the ability to understand numerical concepts and arithmetic operational skills in everyday life is not in accordance with numerical literacy indicators. The overall results described in the Manova test (Multivariate Analysis of Variance) show that the project-based learning model has proven effective in increasing students' digital literacy and numerical literacy skills. This can be seen from the results of the experimental class using the Project Based Learning model which is superior to the control class using the traditional learning model. Based on the results of the analysis and discussion, it can be concluded that the Project Based Learning model is effectively used to improve the numerical literacy skills and digital literacy of second grade elementary school students. So that through this research students can achieve the expected indicators in the application of numeracy and digital literacy.

Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills

<p style="text-align:justify">Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.</p>

Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India

Background: Being a vast, volatile and dynamic subject, innovative teaching learning methods are required to generate student’s interest in learning Pharmacology. Aims and Objectives: The aim of the study was to study the effectiveness of project-based learning (PBL) program (preparation of a poster or building a model) in improving learning in Pharmacology and to obtain student feedback on the program. Materials and Methods: Twenty-one topics with equal difficulty level were selected from the “must know” portions in Pharmacology. 97 students of second professional MBBS were divided into 12 groups for building a model and nine groups for preparing a poster. Groups for preparing a model had minimum five members and groups for preparing a poster had minimum four members in each group. They were asked to prepare the project based on the topic in 1 month as group task. On the day of the submission, one of the group members presented the model/poster and all other students attended the presentation. A test of ten questions (section A) was done on the students before the presentation which was entirely based on their own project. On the same day, pre-test (section B) having 20 questions, one from each topic was done before the presentation. Post-test was done for all the students immediately after the presentations and also after 1 week. Feedback forms were given to the students after the presentation. Data collected from both the projects were analyzed separately. Results: The improvement in immediate post-test was significant in students involved in both the projects compared to the pretest results. In the individual project assessment, ≥50% marks were scored by 89.8% of the students involved in model building and 87.9% of the students involved in poster preparation. 46 students (78%) involved in model building and 24 students(72.7%)involved in the poster preparation opined that the overall process of preparing and presenting the poster/model was extremely enjoyable. 49 students (83.05%) involved in model building and 28 students (84.8%) involved in poster preparation opined that the project work was extremely helpful in understanding the topic. Conclusion: PBL can be incorporated as a novel teaching learning tool in Pharmacology.

Research on the effectiveness of project-based learning in automotive engineering teaching

Research on the effectiveness of project-based learning in automotive engineering teaching

The Effectiveness of Project-Based Learning On 4Cs Skills of Vocational Students in Higher Education

The results of the previous study showed that theimplementation of the project which is based on the potential of the students’ region was better in improving soft skills, engagement and core competencies of learning for students. This study aims to continue the investigation on revealing the effectiveness of the model in improving the students’ 4Cs skills. It is driven by educational needs in this 21st century which requires vocational students to have those skills to adapt to the complexities of the real industry. This study was conducted by using a quasi-experimental method. The potential of the students’ region-based project was implemented to an experimental group; meanwhile, the free theme-based project was administered to a control group. Upon completion of the assessment, each student's 4Cs skill in the experimental group had higher scores than those of the control group. Overall, after being analysed by using ANCOVA, there were significant differences found between the 4Cs skills scores of the experimental group and those of the control group. Therefore, it can be concluded that the project which is based on the potential of the students’ region is more effective in improving the 4Cs skills of vocational students in higher education than the free theme based-project is. The syntaxes of the project based on the potential of students’ region explained here can be a reference for teachers and lecturers in implementing it. In addition, as it is being developed, it can also inspire and be a reference for other researches focusing their study in the learning quality development at vocational education.