Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation

Autor/inn/en	Ngereja, Bertha; Hussein, Bassam; Andersen, Bjørn
Titel	Does Project-Based Learning (PBL) Promote Student Learning? A Performance Evaluation
Quelle	In: Education Sciences, 10 (2020), Artikel 330 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hussein, Bassam) ORCID (Andersen, Bjørn)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Active Learning; Student Projects; Instructional Effectiveness; College Students; Authentic Learning; Concept Formation; Student Motivation; Student Evaluation; Academic Achievement; Performance Factors; Measurement; Business Administration Education; Foreign Countries; Competency Based Education; Introductory Courses; Norway + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Unterrichtserfolg; Collegestudent; Concept learning; Begriffsbildung; Schulische Motivation; Schulnote; Studentische Bewertung; Schulleistung; Leistungsindikator; Messverfahren; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Einführungskurs; Norwegen
Abstract	The purpose of the study on which this paper is based was to conduct a performance evaluation of student learning for an introductory course in project management in a higher educational institution in Norway. This was done by utilizing performance measurement philosophy to evaluate perceived student learning after a project-based assignment was applied as an instructional tool. The evaluation was conducted at the end of the semester to determine whether it facilitated learning effectiveness by providing an authentic learning experience. Relevant learning criteria were identified from existing literature and were measured by means of a questionnaire survey. Ten measurement scales were established using a 5-point Likert scale. The survey was then rolled out for the same subject for two consecutive semesters for just over 100 project management students. The results indicated that the incorporation of project-based assignments has a positive impact on student learning, motivation, and performance both in the short and long term. The study finally revealed that the incorporation of project-based assignments enables the creation of real-life experiences, which further stimulates the creation and development of real-life competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01