Project-based Learning Techniques Research Articles

Webquest for Academic Purposes — a Strategy for Developing Students’ EAP Skills

The SARS-CoV-2 pandemic has profoundly affected the educational sector, prompting rapid and unforeseen changes that have significantly altered both the working environments of educators and students and the methodologies for knowledge dissemination and acquisition. In response, language educators have increasingly explored pedagogical strategies that actively involve students in content creation. Consequently, various tasks incorporating project-based learning and other student-engagement techniques have been integrated as standard components of language instruction. This article seeks to examine the potential benefits of implementing a WebQuest within an English for Academic Purposes (EAP) course. It presents an in-depth analysis of a study conducted with participants of an academic language course, focusing on the efficacy of WebQuests in enhancing specific EAP skills.

Simple Project-Based learning to Improve Grammar Element in Teaching Speaking

This paper aims to show the Simple project-based learning in Teaching speaking, success. English and student attention using techniques during the learning process. quantitative data Experimentally conducted and collected using pre-study, treatment, and post-study techniques Offer multiple-choice tests before and after applying the technique. Although the data are qualitative, Utilize surveys by distributing surveys to students and teacher also conducting multiple related interviews to simple project-based learning. Only test results before applying the technique 65% of the students are proficient in speaking English, but after demonstrating The technique, it improved the student's English speaking ability to 89%. On the other hand, student analysis Studies have also shown the Simple project-based learning in Teaching Speaking techniques are effective to Improve the students' English skills. Application of Simple project-based learning Techniques in Learning For this reason, improving your English, especially your speaking skills, is the right strategy to improve your students' skills. Techniques can turn abstract concepts into reality in the classroom.

Simple Project Based Learning To Improve Pronunciation Element In Teaching Speaking

The purpose of this research is to improve students' speaking skills through a project based learning, making them more immersive and active. This study used experimental techniques and analysis of students' cognitive abilities with quantitative research techniques through oral tests. The research questions considered in this study are: was there a significant effectiveness of simple project-based learning syntaxes in teaching speaking (pronunciation element) and to what extent was the effectiveness of simple project-based learning syntaxes in teaching speaking (pronunciation element)?. The purpose of this study is to know whether the Simple project-based learning syntaxes to teach speaking (pronunciation element) contributes significantly to the senior high school students’ speaking ability of eleventh grade student of MA NW Juet academic year 2024. And the perpose of this research is to find out the extent of Simple project-based learning syntaxes in teaching speaking (pronunciation element). The analytical methods used for data processing are included in the Social Science Statistics 22.0 for Windows. The results before applying the project based learning technique, only 50% of students are able to spek in English and after applying the project based learning, it improved student's ability to speak in English by 80%. Applying project based learning , especially speaking, This is the right strategy to improve students' speaking skills (pronunciation).

THE APPLICATION OF PROJECT BASED LEARNING TECHNIQUE TO IMPROVE THE STUDENTS’ SKILL IN WRITING ANNOUNCEMENT TEXT AT THE ELEMENTARY GRADE OF LKP LIBERTY ENGLISH COURSE TANJUNGBALAI

<p>This study was aimed to find students' skills in writing announcement text which can be improved by using the project based learning technique. This study uses a classroom action research. The subject of this research is elementary grade of LKP Liberty English Course Tanjungbalai which consists of 11 female and 9 male. The total is 20 students. Qualitative research has been taken by making observations and interviews. Meanwhile, qualitative research was taken using a test consisting of a pre test and a post test. From the observation, it can be concluded that teaching writing announcement text has increased by using project based learning techniques. In the pre-test, the students' mean score was 54.85. Whereas in the post test 1, the students' mean score was 76.8 and the post test 2 was 88.4. In other words, the students’ skill in writing announcement text was improved. And based on the observation sheet and documentation, it showed that the expression and excitement of the students were also improved.</p>

Unveiling the Lecturers’ and Students' Needs in English for Public Administration Program: Essential Vocabulary Topics, Instructional Methods, and Learning Challenges

The lack of attention given in scholarly research to the particular requirements of Public Administration has resulted in a knowledge deficit to suit students' interests in this discipline. Prior research has predominantly examined the quantitative dimensions of vocabulary acquisition while neglecting to adequately consider the qualitative aspects, including comprehension and language use, in a contextually appropriate manner. This study aims to fill in these knowledge deficits by investigating vocabulary themes or topics related to Public Administration, evaluating existing instructional approaches and challenges, and suggesting enhancements to bolster students' English language proficiency in Public Administration. The study employs a qualitative methodology, including an open-ended questionnaire and in-depth interviews with four lecturers and 100 first-year students from three universities in South Sulawesi, Indonesia. The findings revealed that the English for Public Administration curriculum requires a diverse vocabulary of topics from administration, management, and governance to more nuanced areas such as economics, finance, taxation, social and ethics, technology and digitalization, leadership, and regulation and law. Various teaching and assessment strategies regarding instructional methods, including interactive and collaborative methods, technology integration, and contextual learning, suggest the importance of engaging students with diverse and practically relevant content to prepare them for the multifarious nature of public sector roles. Students, however, found some challenges in the complexity of the Public Administration vocabulary, highlighting the need for tailoring educational strategies, such as project-based learning and vocabulary reinforcement techniques, to overcome these obstacles. The study's findings have substantial implications for policymakers, curriculum developers, and lecturers specializing in public administration education.

The Effect of Anxiety and Mental Toughness Toward Bataknese Student’s English-Speaking Ability of Tenth Grade at SMA N 3 Nagasaribu

The purpose of this research is to know the Effect of Anxiety and Mental Toughness to The Speaking Ability Grade Ten at Sma Negeri 3 Nagasaribu. This research uses quantitative research to collecting data from observation and test. The data collected in this research are analyzed by using t-test. The researcher use two classes in getting the data,first class X-A as control class and X-B as experimental class. Experimental class is used to find the effect of anxiety and mental toughness with using PBL approach to the students’ speaking ability. The number of samples in this research was 60 students. In answering the problems, the research, the research had analyzed the data to get the result of the effect of anxiety and mental toughness to the students’ speaking ability or not. Then, the researcher got the result in T-test. From the ressult T-test, it shows that by using project-based learning technique more significant to the students’speaking ability.

Innovative Aproaches to Teaching and Learning

Innovation in teaching and learning methodologies has become imperative in the contemporary educational landscape. This abstract explores various innovative approaches that revolutionize traditional pedagogical models. It investigates strategies such as project-based learning, flipped classrooms, gamification, personalized learning, and collaborative techniques, highlighting their profound impact on student engagement, comprehension, and overall learning outcomes. The paper delves into the theoretical foundations supporting these innovative approaches, showcasing their practical implementation and effectiveness in diverse educational settings. Drawing upon a comprehensive literature review, empirical evidence, and case studies, it examines how these methodologies cater to individual learning styles, foster critical thinking, and nurture deeper understanding. Challenges and considerations associated with the adoption of innovative teaching methods are also addressed, elucidating potential hurdles and providing insights into strategies to overcome them. The abstract emphasizes the necessity for educators, institutions, and policymakers to embrace these innovative practices to meet the evolving needs of learners in the digital age. This abstract underscores the significance of integrating innovative approaches into education, paving the way for a dynamic and inclusive learning environment that nurtures creativity, adaptability, and lifelong learning skills essential for success in the 21st century.

Project-Based Learning and Perceived Overlap of Self-Regulation and Project-based Learning Techniques for Students with Adverse Childhood Experiences: A Case Study

The purpose of this qualitative case study was to explore the perception of educators transitioning from a traditional learning environment to a project-based learning (PBL). Teachers’ perception of student self-regulation in ages from 8 to 17 were captured. Data were collected from 1-1 interviews with five participants with Missouri teacher certification ranging in grade levels from elementary to high school working with a total of 175 students within a mental health residential school throughout Missouri. Additional data were collected from daily logs, participant interviews, behavioral logs, and regulation logs from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Daily logs, regulation logs, behavioral logs, and participant interview responses were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from Dr Foster was not present. This study supports using project-based learning units with students who have a history of adverse childhood experiences (ACEs). While study findings support the teacher perception that project-based learning activities increase self-regulation from interview responses, regulation logs, and daily logs data could not triangulate this perceived relationship. These findings support the importance of relationships with students with ACEs during PBL to increase self-regulation.

Project-based learning goes wrong: the trials, tribulations, and triumphs of managing first-year and fourth-year engineering projects

Project-based learning (PBL) has many advantages for both students and instructors. The students are afforded the opportunity to work on self-driven, meaningful projects that model engineering problems they may see in their future careers. For the instructor, PBL emphasizes problem-solving strategies, requires students to learn relevant technical skills through self-study, underscores the importance of team work, and encourages student buy-in. However, PBL techniques present their own sorts of difficulties, especially when applied in large courses of 50 + students. For example, an instructor must strike a balance between fostering creativity and enthusiasm, while also keeping students on task and focused on the purpose of the project. Managing many small groups or a few large groups can be logistically challenging due to the sheer number of unique projects and students involved. This presentation will focus on two engineering courses, first-year introduction to engineering and fourth-year vibrations, in which project-based learning was employed with partial success. In these courses, there were logistic complications, issues with team dynamics, and problems with final presentations that can hopefully serve as good lessons (or warnings) for others interested in developing project-based courses.

THE USE OF INSTAGRAM AS A PROJECT BASED LEARNING: STUDY EXPERIMENTAL AT JUNIOR HIGH SCHOOL

This research aims to find the effect of Project Based Learning techniques on students' writing skills. The Project Based Learning that is used in this research was Instagram for writing skill. The material was limited by descriptive text which exist on eighth grade in junior high school. This research was design by pre-experimental method which consist of two classes. The participants was chosen by random sampling which separated into class VIII A as the experimental class and VIII B as the control class at SMP Negeri 26 Sarolangun. Total meeting of doing this experimental is seven meetings including pre-test, treatment and post-test. The result of this study was significance. It showed by the result of paired sample t test, the value was 0.001 ≤ 0.05. It denotes Ha's acceptance. Therefore, posting on Instagram about student writing suggests that project-based learning has a big impact.

Project-Based Learning Technique for Holistic Development of Students

International accreditation norms like Washington Accord or the national norms like NBA have defined program outcomes for undergraduate professional engineering courses. These norms aim at the holistic development of students. This paper presents project-based learning as a strong pedagogy tool for the overall development of students. The undergraduate project course is considered a case study for this pedagogy technique and the attainment of Program outcomes is illustrated in the results. The major desired outcomes for project work like communication, collaboration, knowledge application, documentation, work ethics, teamwork and independent learning are the parameters included in the Program Outcomes. The three point Likert scale is used for the assessment of the program outcomes. The results show that most of the program outcomes for these courses are satisfactorily achieved. Thus, it can be established that project based learning techniques help inculcate specific knowledge, skills and attributes into the students thereby assisting their holistic development and growth. Keywords - program outcome, holistic development Likert scale

Computer Animation Education Online: A Tool to Teach Control Systems Engineering throughout the COVID-19 Pandemic

The world is changing, and university education must be able to adapt to it. New technologies such as artificial intelligence and robotics are requiring tools such as simulation and process control to develop products and services. Thus, control systems engineering schools are adapting to new educational frameworks tailored to deploy promising and feasible new technologies. Herein, we have relied on computer animation-based education and its implementation as an online project-based strategy to attain the objectives and goals of the control systems engineering courses at University of Los Andes, Venezuela. The ControlAnimation library developed in Mathematica program in 2002 has been used as a tool to teach control systems engineering courses since 2008 and with greater prominence since 2020, when the stay-at-home orders due to the COVID-19 pandemic were enacted. Consequently, computer animation-based education has proven its feasibility as an online tool combined with project-based learning techniques, thus allowing students to interact with an animated control system by changing the mathematical model and the design parameters of control laws in a comfortable and somewhat playful way. This enabled new capabilities to study the dynamic behaviors of primordial control systems online. In addition, it allowed students to co-identify and relate in a more intuitive way to the mathematical models and control equations with the physical behavior of the real control systems.

Research, Development and Innovation: An Extracurricular Club Case Study

Several approaches have demonstrated the effectiveness of project-based learning in the acquisition of students’ academic outcomes and development of practical professional skills. In addition to academic engineering outcomes, professional skills such as teamwork, leadership, decision-making, entrepreneurship, intellectual property, and social commitment are considered crucial in this line of work. Taking the project-based learning technique and research development and innovation approaches as a starting point, a novel methodology is proposed, introducing students through extracurricular activities to a multidisciplinary methodology. The main objective is to facilitate the acquisition of professional skills that are useful in the professional life of every student, while high-quality engineering prototypes are produced. Multidisciplinary teams, including not only science, technology, engineering and mathematics majors, business management, and accounting majors, are also considered to generate significant learning with a strong connection to the environment. Students can apply theoretical and technical knowledge to the development of engineering projects while also acquiring professional skills. The effectiveness of the proposed methodology is demonstrated through academic results and a survey.

To Enhance Student Knowledge and Skills in Manufacturing Technology Laboratory through PBL and OBE

Abstract: The development of modern technology in engineering education inspires students to acquire new knowledge and skills to understand the course better. The current teaching is derived from the conventional teaching methods with innovations and advanced technology-enabled techniques. Projectbased learning (PBL) is a technique to solve challenging authentic, curriculum-based, and interdisciplinary problems. The PBL determines the effectiveness of learning for both teachers and students. The Outcome-Based Education system (OBE) is a student-centric teaching and learning methodology in which the course delivery and assessment are planned to achieve stated objectives and outcomes. This paper attempts to develop the course content, delivery, and evaluation through an OBE and validate the Manufacturing Technology laboratory course's effectiveness using a PBL approach.The experiments and course projects are designed and delivered to design and fabricate a table clamp at the end of the course, demonstrating thorough, indepth knowledge about the course acquired through conduction and practices. Students designed and fabricated the table clamp through the PBL approach, evidenced through the feedback received against the course design and delivery effectiveness. By applying PBL techniques for the Manufacturing Technology laboratory course, students acquired new knowledge, complex problemsolving, communication, and higher-order thinking skillsThe whole exercise also enabled the course instructor to achieve program outcomes 3, 4, and 5. Keywords: Project-based Learning, Outcome-Based Education system, curriculum-based, complex problem-solving, higher-order thinking skill

The Implementation of Project-Based Learning’s Speaking Skill for Tenth Grade Vocational High School Students

Project-Based Learning (PBL) is one of strategies which English teachers use in teaching oral activities. The activities which can be implemented in PBL are discussion, conversation, presentation (individual or group), role-play, and others. It also can be an aid in studying and teaching. Based on previous research, using PBL technique can improve students’ speaking ability for second graders of SMPN 1 Kawedanan, Magetan by Permatasari (2013). Because of that, the researcher implements the teaching of speaking using PBL at SMK Dian Indonesia, Sidoarjo. The descriptive qualitative is used as a design of this research. The subject of the research is 20 first-grade students of nursery class, from the academic year 2015/2016. There are three instruments used to collect the data. First is the documentation of related lesson plan and syllabus, second is the observation of field-notes, third is a questionnaire for the students. PBL in teaching speaking is found helpful to regulate students’ ideas and stimulates the group presenter to extend the statement using their own words. PBL was interesting for them, because the researcher gives occasion for them to choose their own topics. They found themselves interested, happy, joyful, and comfortable during the implementation of the PBL because the process of teaching and learning is designed appropriately with the students’ ideas. To gain an effective teaching speaking using PBL, students needed to be active in making collaborative discussions, and giving feedbacks to each other, so that they can build social relationship. The PBL activities have made students build knowledge and think critically.

Developing Core Competence With Project-Based Learning: Voices From Chinese High School Students Serving Visually Impaired Students

Highlights This study explores the experiences of project-based learning (PBL) experimentation in Chinese high schools, especially the feedback that Chinese students have for better practicing PBL in China. We conducted a case study at two Chinese high schools in an intermediate city, Suzhou, which started their first PBL practice. The two high schools were chosen because of their unique initiative to mix visually impaired students (VIS) and ordinary students in a PBL course, which focuses on “designing accessible garbage bins for VIS.” Interviews and observations were conducted. All data are anonymized. After two rounds of thematic sorting and coding of the qualitative data, we found that the PBL course helped students develop two aspects of the civic participation dimension of core competence: social responsibility and problem-solving. Students learned to empathize with VIS to understand their needs and to build a more feasible and usable garbage bin. This study provides instructional recommendations in terms of how to better utilize the pedagogy of PBL in Chinese K-12 schools, particularly to support teachers to facilitate students' development of core competence and learning of inclusion, social responsibility, and sustainability by using the PBL technique.

AN ONLINE SEMI-STRUCTURED APPROACH TO HELPING STUDENTS MAKE THE MOST OF PROJECT-BASED LEARNING (PBL)

Project-Based Learning (PBL) typically provides planning students with opportunities to apply knowledge and to synthesize different topics relevant to the context of the area they are studying. As higher education institutions increasingly adjust to online and blended learning, there is a need to reconsider how Project-Based Learning (PBL) can be realized in a fully designed online courses or those utilizing blended learning methods. This paper considers the opportunities and challenges online platforms present to project-based learning by reflecting on the author’s experience with PBL and blended learning techniques he has developed for an urban planning, blended learning course over the last five semesters. The techniques were repeatedly applied and incrementally adjusted from one semester to the next and as needed in response to the instructor’s critical evaluation and students’ feedback. The article reports on lessons learnt and details a semi-structured approach to helping students engage effectively while allowing the instructor to assume more coaching and mentoring roles to facilitate the learning. It also reports on the efficacy of using certain online Apps to increase the effectiveness of Project-Based Learning (PBL) for students’ team projects- both in terms of learning by students, as well as supervising, mentoring and evaluating by the instructor. Students reported benefiting from the approach in several ways including the timely feedback they receive, the personalized pacing and the ability to manage their project as they progress.

Integrative Design Classes for Environmental Sustainability of Interior Architectural Design

The paper considers the adjustments of the interior architectural design education model toward its compliance with the principles of sustainability, since the currently provided scheme does not effectively employ the sustainability multi-dimensional concept as a substantial determinant of interior architectural design. The conventional interior architectural design curriculum requires corrections, to provide students with systematized knowledge on sustainability issues, as well as appropriate abilities and skills to create buildings’ interior spaces with high environmental performance. The modifications are considered using the example of a curriculum realized within the Faculty of Interior Design affiliated with the Academy of Fine Arts in Krakow. These improvements of the curriculum structure comprise the establishment of a compulsory course on environmentally sustainable interior architectural design, offering to the undergraduate students comprehensive theoretical knowledge on the multi-dimensional aspects of sustainability and the introduction of professional design tools, including simplified versions of multi-criterial environmental evaluation systems, as a supportive educational means, as well as learning tools comprising interdisciplinary environmental-responsibility-oriented design workshops or seminars led by green building consultants and professionals involved in practicing sustainable interior design. This paper discusses the innovative concept of integrative design classes (IDC), realized within the practical modules of courses on Building Construction and Environmentally Sustainable Architectural Design, both delivered to undergraduate interior design students. The paper analyses these integrative design classes as a supportive project-based learning technique to develop the students’ ability to accomplish sustainable design strategies for resource efficiency, waste management effectiveness, optimization of indoor environment quality parameters as well as pro-environmental education. The results of the conducted integrative design classes proved that they are a driver for developing technically and formally innovative designs, allowing the students to establish a link between theoretical knowledge on sustainability in interior design and its practical implementation.

Self-Efficacy Versus Gender: Project-Based Active Learning Techniques in Biomedical Engineering Introductory Computer Programming Courses.

Engineering education has increasingly embraced active learning techniques within a variety of curricula. In particular, project-based active learning techniques have a significant potential to enhance students' learning experience. In this study, we implemented project-based techniques in biomedical engineering (BME) classes, and we investigated the effects of active learning on students' self-efficacy as an effective predictor of students' academic persistence and their career decision-making. Differences in self-efficacy were compared across genders. A high level of internal consistency was observed for both academic and career-oriented scales, as determined by Cronbach's alpha values of 0.908 and 0.862, respectively. While average scores of all survey questions indicated improvement in students' academic and career-oriented self-efficacy measures, significant improvements were observed in "clearer vision of programming application in engineering" and "BME careers," as well as in "expectation of success in a future BME career that involves developing medical devices" after the completion of the project-based activity (p = 0.002, 0.023, and 0.034, respectively). For two of the survey questions, female students reflected a significantly lower "self-confidence about understanding the most complex course material" as well as a significantly lower "willingness to have a future career in BME that involves intensive computer programing" as compared to male students (p = 0.035 and 0.024, respectively). We have further discussed possible explanations for the observed differences and multiple potential ways to enhance gender equality in STEM fields from a self-efficacy standpoint.

The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning

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.