Project Based Learning Methodology Research Articles

Project-based learning: Student performance and perceptions in a food industry engineering degree course

The project-based learning (PBL) methodology was applied in a Food Technology course during the third year of a Food Industry Engineering degree at the University of Extremadura. The purpose of the research was to assess the effectiveness of PBL in this specific teaching field, evaluate the utility of rubrics, and determine the level of student satisfaction. A total of 22 students were tasked with participating in a group activity where they had to formulate, design, prepare, and present a food product to their peers and teacher. The students produced multiple deliverables and received feedback from the teachers. They also completed a final report and an oral presentation. The project was evaluated by teachers, peers (peer evaluation), and through self-evaluation using rubrics. A satisfaction survey and an analysis of strengths, weaknesses, opportunities, and threats were conducted after the completion of the PBL activity. The main findings indicated that PBL and rubrics were effective teaching and evaluation methodologies, respectively, enabling students to achieve scores above 8. Teacher evaluations were higher than the self-assessments, which were close to peer evaluations, indicating a high level of commitment on the part of students. Effective communication skills need improvement. Students viewed the activity positively, as it helped them comprehend the subject matter and proved valuable for improving teamwork, autonomy, and overall learning. In conclusion, PBL resulted in an engaging and effective learning experience that enhanced the understanding of food processing content and fostered the development of the skills and competencies necessary for a professional food engineer.

Navigating work integrated learning (WIL) pathways for learners through creative media production: the Yagan Square digital tower WIL project

ABSTRACT Work-integrated learning (WIL) environments are designed to assist students in consolidating their acquired knowledge and skills, apply them to real-world settings and develop a professional identity. Promoting industry engagement and assisting students make links between what they are learning and how it applies to professional practice is one of our key roles as educators. Studies in the relationship between well-being and learning confirm the need for tertiary educators to consider how personal values, health and behaviours radically interact with skills development in the designing and implementation of our teaching and learning programs. It is an imperative we keep abreast of contemporary media practices, but also build effective networks with community and industry and generate partnerships to assist students as they navigate their way through the academy in an increasingly complex world. Informed by studio and project-based learning and experiential methodologies that facilitate student centred approaches with high levels of self-directed learning we discuss our respective pedagogical approaches to the Yagan Square digital tower project, Perth Australia, to promote student engagement with their own communities and how to work with an external organisation who also act as a client and mentors to students .

Assessing the Effectiveness of Project-Based Learning: A Comprehensive Meta-Analysis of Student Achievement between 2010 and 2023

Project-Based Learning (PBL) has been lauded as a robust alternative to traditional, didactic instructional methods. Despite its growing adoption, comprehensive syntheses of its effect on student learning remain scarce. This study aims to fill this gap by systematically reviewing and meta-analyzing the impact of PBL on students’ academic performance across various disciplines. Employing the PRISMA guidelines, we evaluated 70 research articles published between 2010 and 2023 that quantitatively measured PBL educational outcomes. Our analysis, facilitated by advanced meta-analysis software, revealed a consistent, moderate to substantial enhancement in student performance under PBL compared to conventional teaching. The aggregate mean weighted effect size (d+) was 0.652, indicating a significant and positive influence of PBL on academic achievement. This effect persisted across different sample sizes and time frames within the study period. The findings underscore PBL’s superiority in fostering academic success, particularly in science subjects. Consequently, this article contributes to the scholarly discourse by delineating the specific conditions and magnitudes of PBL’s effectiveness and recommends its broader implementation in educational strategies. Based on the robust findings of this meta-analysis, the study strongly suggests education institutions integrate PBL, particularly in science education. Additionally, the study advocates for continuous, empirical research to refine and optimize PBL methodologies, ensuring their evolving effectiveness and adaptability in the dynamic landscape of educational pedagogies.

Project-Based Learning methodology (PBL) for the acquisition of Transversal Competences (TCs) and integration of Sustainable Development Goals (SDGs) in mechanical engineering subjects

This research is carried out within the framework of a two-year Educational Innovation and Improvement Project (EIIP) to be implemented at the Universitat Politècnica de València (UPV) during the academic years 2023-2024 and 2024-2025. The project aims to design and apply a Project-Based Learning methodology (PBL) for a proper acquisition of Transversal Competences (TCs) and integration of the Sustainable Development Goals (SDGs) in a mechanical engineering subject that is taught in the first year of the master’s degree in Mechatronic Engineering from the School of Design Engineering. Based on an assessment by the teaching staff of the current situation and the aspects to be improved, this article explains how the PBL methodology will be applied and performs an analysis through surveys and personal interviews with the students of their level of knowledge regarding the TCs and the SDGs that are worked on in the subject at the beginning of the academic year. The results show the need to continue working in the project and implementing active teaching techniques, such as PBL methodologies, to achieve a more attractive and motivating subject, closer to the labour market and a sustainable society.

In Search of a More Balanced Engineering Curriculum: The Perspective of Students, Teachers, Alumni and Employers

The purpose of this paper is to raise important issues in engineering education in the face of contemporary challenges and demands through the voices of different stakeholders in engineering curricula and in the practice of professional engineering. Several challenges and future perspectives are based on important skills, like soft skills, which are required by employers and include communication, decision-making, problem-solving, leadership and emotional intelligence, as well as the ability to work with people of different backgrounds and apply technical knowledge. A qualitative data analysis of interviews with students, alumni, teachers and employers revealed the demand for more balanced qualified curricula for higher education institutions in the field of engineering. This includes the promotion of collaborative learning spaces, authentic learning experiences based on engaging students in real situations, project-based learning, industrial visits, guest lectures and problem-solving methodologies that are perceived by these stakeholders as essential in the construction of a curriculum, in line with the specific technical competences of each area.

Inquiry dynamics at the crossroads of descriptive and inferential statistics

The fast evolution of statistics caused by technological developments is the basis of numerous challenges in undergraduate courses. Project-based learning (PBL) and similar methodologies have been proposed by various authors to develop students’ ‘statistical sense’. This paper presents a case study regarding implementing three study and research paths (SRPs) in an undergraduate statistics course. SRPs are inquiry-based teaching devices developed in the Anthropological Theory of the Didactic. This study aims to analyse the inquiry dynamics that SRP implementations promote, the influences of teachers’ interventions and the role of external instances. The way statistical knowledge evolves and links descriptive and inferential statistics is also examined. The results of this study suggest that SRPs can contribute to the self-sustainability of the inquiry process, which is not often the case in other approaches such as PBL. This study also highlights the use of question–answer maps to analyse the dynamics of the inquiry process in terms of the connectivity of the knowledge involved. Future research points to the study of the conditions needed to generate more adidacticity in PBL proposals.

Project-based learning

In the degree in Pedagogy in Experimental Sciences at ULEAM Chone extension, the effectiveness of the project-based learning methodology has not been evaluated, so it is necessary to determine its uses and advantages at the university level. The objective of the study is to analyze project-based learning among students of the Pedagogy in Experimental Sciences career. It is developed through a mixed approach that integrates qualitative and quantitative data, the inductive method is used, and the study population is made up of students of the degree. The survey technique is used. The results demonstrate that PBL contributes to the development of research and problem-solving skills, collaboration and teamwork, the application of theoretical knowledge to practical situations, and the motivation and commitment of students, with a positive experience in its use.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

Understanding Science Teachers’ Integration of Active Methodologies in Club Settings: An Exploratory Study

This study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interviews were conducted with 20 teachers, and their responses were analysed using content analysis strategies. The results show that although they do not explicitly refer to the use of these methodologies, teachers do propose the implementation of projects within clubs, and they incorporate aspects of these strategies in the activities they conduct. In this sense, teachers appreciate the role of clubs in promoting these types of strategies (PBL y PjBL) and the facilities they offer for their implementation. Additionally, teachers believe that one can only learn how to do projects through practise, i.e., doing projects with their students, and they think that clubs offer an opportunity to develop PBL and PjBL methodologies in a context free from the responsibilities and constraints of the classroom.

Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students

We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the PBSL, and the advantages and disadvantages of the implementation of this learning methodology. Interdisciplinary teamwork of undergraduate science, engineering, and humanities students was required to design real-world projects to develop their transferable skills, through the process of learning by doing. Students perceived that PBSL favored employability skills such as knowledge acquisition, self-directed learning, problem-solving, critical thinking, communication, and teamwork skills. Students and lecturers showed high satisfaction with PBSL and outlined its advantages as an active and experiential learning methodology. In conclusion, the implementation of the collaborative and interdisciplinary PBSL methodology is decidedly recommended to enhance Biology, Engineering, and Translation graduates’ learning satisfaction and their future employability.

Effects of a Project-Based Learning Methodology on Environmental Awareness of Secondary School Students

Well into the 21st century, the environmental crisis is more relevant than ever. To face this challenge, citizens with pro-environmental attitudes and adequate levels of environmental awareness are needed. As future adult citizens, adolescents should be a priority for environmental educators. The objective of the study is to determine the effectiveness of the Project-Based Learning (PBL) methodology in the improvement of the level of environmental awareness of secondary school students. To this end, a project related to the surrounding environment was designed and applied in the Spanish educational context. The nature of the research methodology was mixed (quantitative-qualitative), with the application of a pretest-posttest single group design. The instrument used was an environmental awareness test with a Likert-type scale and a set of open questions. The results obtained indicate a statistically significant rise in the level of environmental awareness in the participant group-class, leaving the effectiveness of the PBL in the referred level and educative context patent. There were some limitations in the research, including small sample size and the particular conditions of the exposed context, which should be resolved for future research in other educational contexts in order to generalise the findings of this study. Keywords: project based learning, environmental education, environmental awareness, environmental literacy, secondary education, Spain

Charting Blended Learning in the Social Media Age: A Bibliometric Perspective and Pathways for Future Development

Aim/Purpose: The research aims to uncover the key research themes and trends of Social Media-Enhanced Blended Learning (SMBL) research. It will extract valuable insights from scholarly publications using bibliometric analysis. Background: Although previous scholarly works and bibliometric review papers have examined integrating social media into blended learning and its impact on teaching and learning, none of the studies has explored their convergence. Methodology: The bibliometric review utilized a dataset of 422 scholarly papers extracted from the Scopus research database, shedding light on the performance, and evolving conceptual structure of the SMBL field. Contribution: This study offers valuable insights into the structure and dynamics of the SMBL field, guiding future researchers and practitioners on decisions about social media technology integration in blended learning. Findings: The extant literature on SMBL demonstrates a growing interest in harnessing the potential of social media technologies to enhance the blended learning approach. Notably, “social media,” “blended learning,” “flipped classroom,” “tertiary education,” “e-learning,” “online learning,” and “pandemic” emerged as the top keywords, emphasizing the central focus on leveraging social media platforms to enhance the blended learning experience. Recommendation for Researchers: Research can be extended using multiple research databases and the inclusion of other document types to capture more articles describing the SMBL field. Future Research: Potential future trajectories of the SMBL field can be research studies about developing critical thinking skills and implementing project-based learning methodologies. We also suggest further research on the use and effectiveness of social media integration in blended learning in various educational contexts and social media platforms.

Linguistic and communication application aspects of new practical training technologies

Project-based learning methodology development and implementation at the State University of Management have contributed to development, coordination, and efficiency of research and students’ project activities. The university has created a concept of project-based learning ecosystem adapted for students and aimed at developing their entrepreneurial abilities. The article emphasizes on the opportunities that the project method offers to improve the content and quality of learning process in higher education institution. The method also helps to increase motivation in learning. Project-based learning is provided in all educational programs. The possibilities of consultations on project-based learning in the Foreign Language course have been considered, the increase of students’ interest in this form of learning activity and foreign language learning in general during the study also have been noted.

Promotion of a university research culture through Project-Based Learning (PBL) methodology in ELT(English Language Teaching)

Introduction: The furtherance of a university research culture is essential to promote processes of innovation and improvement in academic praxis. Objective: Therefore, this research aimed to promote formative research skills in a group of fifty-one students at a UPTC campus, through the project-based learning (PBL) methodology in an English language teaching (ELT) course. Methodology: Given the qualitative nature of this analysis, we selected a case study method. We used surveys, focus group interviews, and teacher journals as instruments to collect data. Likewise, we utilized grounded theory to analyze and conceptualize the information collected. Results: The PBL methodology significantly supported and improved the research skills of the students. Through the different activities, they also increased their interest and awareness of the need for research in their undergraduate programs. In addition, the students furthered their English speaking and writing skills, as the reports and presentations were conducted in this language. Conclusions: The promotion of a research culture, from the ELT, not only generates knowledge for development, internationalization, and professional qualification but also highlights the importance and role of higher education in society.

Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses

This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.

Methodology of project-based learning for training junior students in applied mathematics: general scheme of the educational process

An original methodology of the project-based learning for junior students of the specialty applied mathematics is proposed in the paper. A complete step-by-step diagram (as a BPMN diagram) of the process of the project-based learning as a business process with a description of the specific actions of all its participants is given. The paper specified and clearly describes all the main aspects of the work on the project, starting from the criteria that the project problem must satisfy, and ending with the form of project defense. The roles of both students within the project team and all teachers are described in detail. Special attention is paid to all documents accompanying the work on the project, which should be submitted by the project team. The results of the article may be useful to those teams of teachers who are just starting to work on the implementation of project-based learning into the educational process for the specialty of applied mathematics or related ones.

Promoting educational equity among health science students through a project-based learning writing course at a Hispanic Serving Institution

Background: Overall, high rates of American high school seniors lack writing proficiency (75%) and historically underrepresented minority (URM) populations fare even worse (91% of African American, 89% of Latinx) (U.S. Dept of Education, 2011), which suggests that URM college students enter college with lower writing abilities (Bracco et al., 2021). Co-curricular writing instruction could help eliminate writing skill disparities. The Health Science Intensive Writing Workshop (HSIWW) aimed to increase students’ perceived confidence in their writing abilities, encourage and increase academic help-seeking behaviors and networking skills.
 Description of Practice: A project-based learning methodology proved the best fit because of its focus on real-world problems and assessments, and emphasis on collaboration and revisions of personal work. 
 Outcomes: Eight upper-division health science undergraduate students participated in the 5-day HSIWW. Descriptive statistics indicated increases in perceived ability, confidence in writing abilities, and academic help-seeking behaviors. 
 Conclusion: To the study team’s knowledge, the HSIWW was unique as a co-curricular, project-based course that used high-impact practices to teach public health writing skills to URM students in higher education. HSIWW’s findings suggest a positive impact on student achievement by improving student performance and scaffolding the academic help-seeking behaviors that help keep students on the path to graduation.

Entrepreneurship Education Pedagogical Approaches in Higher Education

Entrepreneurship education, as an emerging scientific field, has undergone significant evolution at the conceptual and praxis levels. The concept of entrepreneurship was considered from a broad perspective as the capacity to act upon opportunities and ideas, thereby creating social, cultural, or financial value in diverse contexts. The study and cultivation of this competence are highly relevant to enhancing employability and equipping young people with the skills, knowledge, and attitudes necessary within an entrepreneurial culture for the exercise of active citizenship. This study aims to consolidate the concept and analyse the pedagogical approaches in entrepreneurship education, particularly focusing on experiential learning. It also explores the most frequently used instructional methods in higher education programmes. The research is based on a comprehensive literature review, complemented by a case study of the entrepreneurship education programme implemented at the University of Lisbon, in Portugal, enriched by data collected from one of its curricular units. Experiential learning emerges as a valid approach in entrepreneurship teaching, especially when teachers effectively combine practical experience with theory while learners assume the shared responsibility of learning from experience. As the most recommended instructional methods, one can point to collaborative pedagogical models, namely problem-based learning, project-based learning, peer assessment, design thinking, formative feedback, service learning, and active methodologies that integrate digital technologies.

THE COMPONENT COMPOSITION OF THE PROJECT-BASED LEARNING METHODOLOGY IN THE CONTEXT OF THE EDUCATIONAL STANDARD (USING THE EXAMPLE OF A GENERAL BIOLOGY COURSE)

The article reveals the essence of project-based learning through the allocation of the basic principle of its definition – the principle of independent acquisition of knowledge by students in the course of solving subject practical problems using various subject knowledge (including integrated). On its basis, the substantiation of the component composition of the methodology of project training at the level of general education is presented. The relevance of the research lies in the possibility of its implementation in the educational process to achieve the planned results of the federal state educational standard in the form of subject and meta-subject (UUD) competencies formed by students. On the example of the general biology course, the effectiveness of the implementation of the component composition of the project training methodology is shown. Its justification is based on the presented results of experimental work.
 Purpose: substantiation of the component composition of the project training methodology in the form of a system of goals, content, principles, approaches, methods, didactic tools, diagnostics and monitoring of the levels of subject and metasubject competencies formed in students.
 Methodology: the article presents a set of theoretical and empirical methods of pedagogical research used in the identification, justification and implementation of the component composition of the methodology of project-based learning in the practice of teaching.
 Results: improving the effectiveness of the educational process in the formation of subject and meta-subject (UUD) competencies of students in the federal state educational standard by applying the component composition of the project-based learning methodology.
 Practical implications: the results of the study can be used by subject teachers in the implementation of the required educational results according to the federal state educational standard and taken into account in the development of educational programs at the school level by administrative and managerial personnel.