Impact Of Project-based Learning Research Articles

Impact of Project-Based Learning (PBL) in Teaching and Learning Facilitation in Primary Schools

Impact of Project-Based Learning (PBL) in Teaching and Learning Facilitation in Primary Schools

The Impact of Project-Based Learning through Integrating the Use of Technology in Computer Science Courses on Students' Acquisition of Programming Skills

The Impact of Project-Based Learning through Integrating the Use of Technology in Computer Science Courses on Students' Acquisition of Programming Skills

The Impact of Project-Based Learning on 21st Century Skills in Teaching

This study is based on Project-Based Learning (PBL) in nurturing 21st-century skills among Class 9 mathematics students in Baglung, Nepal. Through teacher interviews and student focus groups, the study insight that PBL significantly enhances critical thinking by analyzing real-world data sets, improves problem-solving through practical applications in algebra and geometry, fosters collaboration in group projects related to mensuration and statistics, and strengthens communication skills through presenting mathematical solutions and findings. Challenges such as resource limitations and teacher training needs were noted, emphasizing the importance of adapting PBL to the local context. The study bridges a research gap in PBL implementation in Nepal and offers insights for integrating PBL effectively into mathematics education, paving the way for further research and improvements in pedagogical practices.

Impact of Project-Based Learning on Critical Thinking Skills and Language Skills in EFL Context：A Review of Literature

In the domain of Teaching English as a Foreign Language (TEFL), the cultivation of critical thinking skills (CTSs) and language skills (LSs) is imperative for the academic deveolpment of learners. Project-Based Learning (PBL), characterized by its integration of real-world challenges and emphasis on collaborative learning, demonstrates significant potential to positively influence the development of CTSs and LSs in English as a Foreign Language (EFL) learners. This systematic review of literature meticulously evaluates the effects of PBL on fostering critical thinking skills CTSs and language skills LSs among EFL learners over recent decades. It assimilates insights from a range of empirical studies, elucidating how PBL activities enhance EFL learners’ critical thinking skills more effectively compared to conventional teaching methodologies. Additionally, this review underscores the beneficial impacts of PBL on language skills, encompassing vocabulary acquisition, speaking, writing, and reading comprehension, which are attributed to its focus on authentic tasks and practical real-world applications. The implementation of PBL is instrumental in promoting deeper engagement in learning within EFL classrooms. Moreover, the perceptions of PBL by EFL learners and teachers constitute a significant component of the findings. EFL learners typically demonstrate favorable attitudes towards PBL, while EFL teachers recognize its efficacy in nurturing critical thinking and creativity, acknowledging challenges in its practical execution and assessment design. Conclusively, the review pinpoints existing research gaps and delineates prospective research trajectories. There exists an exigent need for comprehensive exploration into the mechanisms by which PBL augments skill development, longitudinal investigations into its enduring impacts, and research across diverse educational settings. The incorporation of technology within PBL frameworks and the preparedness of teachers are identified as pivotal areas for further inquiry.

Impact of Project-Based Learning on Computer Science Education

Project-based learning (PBL) has gained prominence as an effective approach to fostering autonomous learning in Computer Science education. This study investigated the impact of PBL on student learning experiences, involving 169 participants. Data collection employed a closed-ended questionnaire and semi-structured interviews. Quantitative analysis, utilising descriptive and inferential statistics, revealed strong student performance in the Analysis, Planning, Design, and Communication and Presentation phases. However, challenges were noted in the Development and Testing phases, with Project 3 (PRJ303) students exhibiting significantly better performance than Project 1 (PRJ101) and Project 2 (PRJ202) peers. Qualitative analysis of interview data unveiled key themes, including independent learning, team dynamics, guide relationships, real-life project experiences, output orientation, and challenges associated with project-based learning. Despite challenges such as time constraints and team complexities, the study underscores the myriad benefits of PBL, ranging from real-world application and critical thinking development to collaboration and independent learning. The findings advocate for the integration of PBL in university curricula, emphasising the cultivation of skills such as independent learning, teamwork, mentorship, experiential learning, and project management. The positive outcomes observed in students' learning and skill development outweigh the challenges, making a compelling case for the widespread adoption of PBL in Computer Science education.

Penerapan Model Pembelajaran Project Based Learning (Pjbl) dalam Implementasi Kurikulum Merdeka di Pendidikan Islam Anak Usia Dini

This literature review aims to explore and analyze the application of the Project Based Learning (PjBL) Learning Model in the Implementation of the Independent Curriculum in Early Childhood Islamic Education. Through a literature review approach, this research aims to identify the benefits of PjBL in forming creativity, clean and healthy lifestyles, social skills, and critical thinking abilities in young children. In relation to the Independent Curriculum, this study also evaluates the extent to which PjBL is in accordance with curriculum principles which emphasize character, creativity and independence. The research focus is also focused on the impact of PjBL on early childhood Islamic education, by assessing its influence on the development of Islamic character, understanding religious values, and children's involvement in the learning process. The results of this literature review are expected to provide strategic insight for the implementation of PjBL in Independent Curriculum in Early Childhood Islamic Education. As a contribution to educational literature, this study is expected to provide a theoretical and practical basis for the development of relevant and effective learning methods in the context of early childhood Islamic education.

The Impact of Project-Based Learning on High School Education—Based on Systematic Literature Review

Project-based learning (PBL) is a student-centered pedagogical approach that empowers students to actively engage in learning by integrating theoretical knowledge with practical application. It encourages students to synthesize their skills and knowledge to develop practical solutions for real-world problems. Currently, some scholars have begun to explore the impact of the implementation of PBL on high school education. Consequently, a substantial body of literature on PBL in high school education has emerged. A systematic literature review can systematically analyze the research status of the implementation of PBL in high schools, and comprehensively explore the core influencing factors and implementation effects of PBL. In this study, a systematic literature analysis method was employed to compile a total of 47 empirical journals published between 2019 and 2023, focused on the application of PBL in high school education. The analysis served to provide an overview of the research landscape surrounding PBL in high school education. This overview encompassed various aspects, including the number of article publications, sources of journals, research methodologies, academic disciplines, and key factors influencing the of PBL in high school education.
 The results showed that the number of publications had been decreasing over the past five years. The analyzed journals predominantly focused on practical subjects like geography, science, chemistry, and physics, with the majority of studies originating from China. Research primarily employed mixed methodologies with sample sizes typically under 100 samples. The predominant research theme centered on STEM subjects. Key factors influencing successful PBL implementation included a relaxed and enjoyable learning environment, a collaborative learning approach, and engaging students through intriguing driving questions. Effectiveness in high school PBL was notably influenced by both students and teachers. In conclusion, this review offered recommendations for PBL in high schools, encompassing various grade levels, preferred databases, optimal search periods, and language considerations. It served as a valuable resource for future research and the development of PBL teaching models in high schools.

The Impact of Project-Based Learning on English Subject for Third Semester Students of Indonesian Education Study program, Faculty of Teacher Training and Education, University of Borneo, Tarakan

The purpose of this study is to determine the impact of student learning outcomes by using Project Based Learning (PjBL) in the Indonesia Education Department at the University of Borneo Tarakan. This research uses descriptive method with qualitative approach. The researcher uses 3 techniques to collect data which include observation, interview, and documentation. Students must create a project that will be displayed at the end of the lesson. The results of this study show that student learning outcomes in applying PjBL indicated satisfactory results of 77% of the tasks given and integrated in 4 PjBL steps, namely Preparation, Implementation, Development, and Presentation.

The Effect of Student Worksheet-Assisted Project-Based Learning on Learning Outcomes and Critical Thinking in Moderation of Student Learning Motivation in Electrolytic Cell

This study aims to discover the differences between learning outcomes and critical thinking skills between students who follow project-based Learning and conventional Learning. Second, to know the impact of project-based learning on student worksheets on learning outcomes and critical thinking in moderation of student learning motivation. The method used in the initiation is a quasi-experiment with a pretest-posttest control group design. The results show that (1) there are differences in learning outcomes between students who follow project-based learning and students who follow conventional learning; (2) there is a difference in critical thinking capabilities among students who go with project-based learning and conventional students; (3) motivation to moderate project-based learning to help students worksheets to improve student's learning outcomes; (4) motivation not to moderately project-driven Learning to help students' worksheets on critical think ability.

The impact of project-based learning in physics education on university students’ motivation to learn and metacognition

Project-based learning, involving an interdisciplinary approach, can be applied in the treatment of the content of various teaching subjects. It is also applicable at the university level. The aim of this research was to examine whether project-based learning could enhance students? motivation to learn physics and their metacognitive awareness. Therefore, a pedagogical experiment with one group was applied. The sample consisted of 94 first-year students from the Faculty of Sciences and the Faculty of Technology at the University of Novi Sad. A pedagogical experiment was applied, and statistical analysis of the collected data was conducted. Project-based learning was implemented in addressing the topic of Diffusion and Osmosis, which involves the integration of content from biology, physics, and chemistry. Students created eighteen projects, and their products were video materials. The data collection technique was the use of a questionnaire. The research results showed that there was no significant difference in students? motivation before and after the implementation of project-based learning. However, a statistically significant difference was found in students? metacognition before and after the application of project-based learning. The results of this research suggest the need to encourage the implementation of project-based learning in university education with the aim of increasing students? metacognitive awareness and further enhancing the implementation of project-based learning to positively impact students? motivation for learning.

The Impact of Project-Based Learning Models on Improving Students' Value and Understanding on Natural Sciences Lessons

In the era of independent learning, there was a low interest in and understanding of Natural Sciences (IPA) subjects among students. The project-based learning model emerged as an alternative to overcoming these constraints. So researchers want to know the impact of project-based learning in primary schools. The method used is pre-experimental quantitative, with the design as follows: taking samples, pretest, providing guidance, post-test after guidance, looking for the average value of the pretest and post-test, and T test results. The research was conducted at Surakarta Basic School with a 30th grade student. Types of bound variables are the values and understanding of students in the V class of Natural Sciences (IPA) and project-based free learning variables. Collecting techniques with post-test and post-test as well as data analysis with pairs of T tests. Research finds that project-based learning models have an influence on elementary school students in the fifth grade in natural science subjects (IPA). Based on the analysis, results show that t hitung > t table (2.977 > 1.6991) means there are significant differences, so the project-based learning model has an influence on value and understanding.
 Keywords: Impact of Project-Based Learning, Project-Based Learning Models, Improving Students' Value

Redesigning Program Assessment for Teaching with Primary Sources: Understanding the Impacts of Our Work

ABSTRACT This article describes how redesigning a program's assessment practices for teaching with primary sources (TPS) can provide a clear framework for talking about the impact of educators' work in archives and can provide feedback on how to refine instruction practices for greater results. The authors share a description of their assessment redesign process accompanied by analysis of the implementation of our new assessment tool in the hope others will consider the design and goals of their own assessment practices. The authors' work demonstrates that reflection on existing tools, development of new goals, and design of new assessment strategies can yield inspiring new data on program impact and highlight areas for improvement. By illustrating the authors' redesign process, this article also demonstrates the types of impacts and outcomes that educators can measure for TPS and points to the huge potential of TPS in local history contexts and elsewhere. The authors' revised student assessment moved archives staff from relying on self-reported, affect-focused data to better understanding the outcomes of their work with students: the impact of project-based learning in archives; the value that students find in various aspects of their encounters with archives; the role that TPS in local history contexts plays in connecting students to their community; and the transferability of research skills that students learn through TPS activities.

The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills

This study aims to identify the impact of using the project-based learning (PjBL) model compared to the direct instruction learning model on secondary school students' creative thinking (CT) skills. Quasi-experimental with pretest-posttest control group design was carried out to achieve the research objectives. Fifty secondary school students randomly chosen as experimental group (n = 25) and control group (n = 25) participated in the study. Eight essay tests were used to collect students' CT based on fluency, flexibility, originality, and elaboration indicators. Data were analyzed descriptively (n-gain) and statistically using paired t-test and independent sample t-test. The result shows that students' CT significantly improved after learning for the experimental group (n-gain = 0.47; p < 0.05) and the control group (n-gain = 0.25; p < 0.05). However, students' CT in the experimental group was significantly different compared to the control group achievement (p < 0.05). Thus, the conclusion proposed that the PjBL model significantly impacts secondary school students' CT skills on the temperature and expansion material.

The Impact of Project-Based Learning on AP Exam Performance

Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.

The Importance of Project Based Learning in Teaching English as a Foreign Language - A Case Study from the Republic of Kosovo

Abstract This small-scale research paper analyses both teachers’ and students’ perceptions and their roles towards the use of Project Based Learning (PBL) in a research context in the Republic of Kosovo. The study was completed by sixty students of three lower-secondary private schools in Kosovo and eight English language teachers who work there. The aim of this study was to investigate teachers’ perspectives on using PBL in their classes, the challenges they face while applying PBL, the most common benefits PBL implementation, the materials used with this method, and the impact of PBL on students’ motivation to learn English as a Foreign Language. The data obtained from interviews with teachers highlight that teachers use PBL to a certain extent, though it works much effectively with lower-secondary and upper-secondary education. Teachers preferred to use Project Based Learning in their classrooms in general, although there appears to be some uncertainty between doing projects and Project Based Learning as a strategy. English language instructors have only seen themselves as facilitators of initiatives carried out in the classroom, resulting in a student-centered environment. In contrast to the past, it appears that teachers make extensive use of technology and involve students in a variety of activities to boost their learning and keep them engaged in PBL. Students on the other hand, through a very small number, highlighted that PBL is a better teaching approach in comparison to the traditional textbook teaching and learning.

Project Based Learning for Children with Special Needs during the Covid-19 Pandemic

The purpose of this study was to describe the application of Project-Based Learning (PjBL) to Special School Teachers (SLB) in distance learning (PJJ) for Children with Special Needs. There were 4 aspects that would be measured: (1) the level of teacher's understanding of PjBL, (2) the level of teacher needs for PjBL in PJJ during the covid-19 pandemic; (3) the quality of PjBL learning applied by teachers after attending PjBL training, and (4) the impact of PjBL on the learning outcomes of Children with Special Needs (ABK). This type of research was survey research involving 22 special school teachers in Central Java Province. Data were collected using a semi-closed questionnaire, which was then analyzed using descriptive statistics. The results showed that teachers' understanding of PjBL was sufficient and the teacher's need for PjBL learning during the COVID-19 pandemic was high. The quality of PjBL learning was considered to be better than conventional learning and the implementation of PjBL had a positive impact on the activity and critical thinking-based learning of students with special needs (ABK).

The Impact of Project-Based Learning on Students’ Cultural Awareness

While only a few studies have been conducted to explore the effectiveness of project-based learning (PjBL) in culture teaching/learning in second and foreign language education, no study known to the investigator has empirically measured the effect of PjBL together with the cultural framework of the 3Ps (products, practices, and perspectives) in the teaching of culture in an EFL context. This study aimed to measure the effect of PjBL on students’ awareness of the English cultures. Two intact groups at a Moroccan public school were randomly assigned to control and treatment groups. A cultural awareness test was utilized to measure students’ cultural awareness levels before and after a 24-week treatment. The independent sample t-tests indicated that the PjBL group substantially outperformed the control group in cultural awareness. While the study concluded that PjBL is a useful tool for incorporating cultures in the EFL classes, its proper implementation entails a redistribution of power in the language classroom and a radical change in the culture of assessment.

Action Research on Impact of Project-based Learning on Intrinsic Motivation of Private College Students Learning English in China

The study investigates the effect of project-based learning on the intrinsic motivation of private college students learning English in China. Motivation is instrumental to students’ learning process, private college students in China are less academically motivated than their counterparts in public institutions. Project-based learning is an effective instructional technique that empowers students to be the center of learning. In this action research, 21 students learning English in a private Chinese college were administered with the Intrinsic Motivation Inventory to examine the difference of their intrinsic motivation level before and after a project. The result of the study shows significant difference existing in interest, autonomy, competence and pressure students perceived before and after the project, which supports project-based learning has a positive impact on students’ intrinsic motivation for learning. Based on this result, it is highly suggested that more considerations should be given to incorporate PBL in course design to enhance intrinsic motivation of private college students in China.

Design of educational scenarios of activities in a learning situation for online teaching

Through this work, based on research works concerning e-learning in particular works dealing with e_learning project management systems, adaptive hypermedia systems and decision-making systems on the one hand. Work on the impact of project-based learning on self-regulation in teaching and the design of pedagogical scenarios for classical education and in particular for modular online education on the other hand. Our work concerns the design and scripting of a modular online education by proposing different possible scenarios according to the nature of the learning or assessment activities linked to a learning situation without taking into account the nature of the discipline and the nature of the concept to be addressed.

Impact of Project-Based Learning for Improving Students Skills by Incorporating Design Thinking Process

Impact of Project-Based Learning for Improving Students Skills by Incorporating Design Thinking Process