Secondary School Learners’ Perceptions of the Impact of Project-Based Learning on Academic Performance

Authors

  • Efayena Trustee Institute of Education Delta State University Abraka

DOI:

https://doi.org/10.51574/ijrer.v4i1.2689

Keywords:

Academic Achievement, Project Based Learning, Perceptions, Secondary School Learners’

Abstract

The study investigated students’ perceptions of project-based learning and academic performance in secondary schools. The study is an ex post facto research design. The population of the study was 308 Senior Secondary School 3 students (SS3), and a sample of 220 students was selected employing the multi-stage sampling technique. The instrument for the study was a questionnaire. The reliability of the instrument was 0.77. Researchers analyzed the collected data using the mean score. The findings showed that senior secondary school students believe the project-based learning method improves all important aspects of their learning; it has a big positive effect on their academic performance; and it develops skills like leadership, problem-solving, adaptability, initiative, self-direction and autonomy, teamwork, the ability to learn on your own, and excellent communication, among others. Based on the findings, it was recommended, among other things, that educators and school administrators should prioritize the adoption and integration of project-based learning methods into the curriculum.

References

Aifan, H. (2022). Implementing a project-based collaborative learning approach using PowerPoint to improve students’ 21st-century skills. E-Learning and Digital Media, 19(3), 258-273.

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. Sage Open, 10(3), 2158244020938702.

Bielik, T., Finnie, K., Peek-Brown, D., Klager, C., Touitou, I., Schneider, B., & Krajcik, J. (2022). High school teachers’ perspectives on shifting towards teaching NGSS-aligned project-based learning curricular units. Journal of Science Teacher Education, 33(4), 413-434.

Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context. Education Sciences, 14(2), 168.

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.

Chen, S. Y., Lai, C. F., Lai, Y. H., & Su, Y. S. (2022). Effect of project-based learning on development of students’ creative thinking. The International Journal of Electrical Engineering & Education, 59(3), 232-250.

Chigbu, B. I., Ngwevu, V., & Jojo, A. (2023). The effectiveness of innovative pedagogy in the industry 4.0: Educational ecosystem perspective. Social Sciences & Humanities Open, 7(1), 100419.

Chimwayange, C. (2024). Promoting student engagement using project-based learning as service-based skills development. International Journal of Technology and Design Education, 1-18.

Chua, K. J., & Islam, M. R. (2021). The hybrid Project-Based Learning–Flipped Classroom: A design project module redesigned to foster learning and engagement. International Journal of Mechanical Engineering Education, 49(4), 289-315.

Dai, Z., Sun, C., Zhao, L., & Zhu, X. (2023). The effect of smart classrooms on project-based learning: A study based on video interaction analysis. Journal of Science Education and Technology, 32(6), 858-871.

Duke, N. K., Halvorsen, A. L., Strachan, S. L., Kim, J., & Konstantopoulos, S. (2021). Putting PjBL to the test: The impact of project-based learning on second graders’ social studies and literacy learning and motivation in low-SES school settings. American Educational Research Journal, 58(1), 160-200.

Feng, X., Sundman, J., Aarnio, H., Taka, M., Keskinen, M., & Varis, O. (2024). Towards transformative learning: students’ disorienting dilemmas and coping strategies in interdisciplinary problem-based learning. European Journal of Engineering Education, 1-23.

Granado-Alcón, M. D. C., Gómez-Baya, D., Herrera-Gutiérrez, E., Vélez-Toral, M., Alonso-Martín, P., & Martínez-Frutos, M. T. (2020). Project-based learning and the acquisition of competencies and knowledge transfer in higher education. Sustainability, 12(23), 10062.

Kim, K. J. (2020). Project-based learning approach to increase medical student empathy. Medical education online, 25(1), 1742965.

He, P., Chen, I. C., Touitou, I., Bartz, K., Schneider, B., & Krajcik, J. (2023). Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system. Journal of Research in Science Teaching, 60(4), 724-760.

Martínez-Frutos, M. T. (2020). Project-based learning and the acquisition of competencies and knowledge transfer in higher education. Sustainability, 12(23), 10062.

Hussein, B. (2021). Addressing collaboration challenges in project-based learning: The student’s perspective. Education Sciences, 11(8), 434.

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.

Liu, H. H., Wang, Q., Su, Y. S., & Zhou, L. (2019). Effects of project-based learning on teachers’ information teaching sustainability and ability. Sustainability, 11(20), 5795. Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147-4155.

Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936.

Martínez, S. S., Gila, D. M., Marchal, P. C., Kakko, A., Ortega, J. G., & García, J. G. (2020). Project based learning via solving a real business need by a multidisciplinary group of students. In 2020 XIV Technologies Applied to Electronics Teaching Conference (TAEE) (pp. 1-6). IEEE.

Ngereja, B., Hussein, B., & Andersen, B. (2020). Does project-based learning (PBL) promote student learning? a performance evaluation. Education Sciences, 10(11), 330.

Nguyen, V. A. (2017). A peer assessment approach to project based blended learning course in a Vietnamese higher education. Education and Information Technologies, 22, 2141-2157.

Nguyen, H., Wu, L., Fischer, C., Washington, G., & Warschauer, M. (2020). Increasing success in college: Examining the impact of a project‐based introductory engineering course. Journal of Engineering Education, 109(3), 384-401.

Pan, A. J., Lai, C. F., & Kuo, H. C. (2023). Investigating the impact of a possibility-thinking integrated project-based learning history course on high school students' creativity, learning motivation, and history knowledge. Thinking Skills and Creativity, 47, 101214.

Owens, A. D., & Hite, R. L. (2022). Enhancing student communication competencies in STEM using virtual global collaboration project based learning. Research in Science & Technological Education, 40(1), 76-102.

Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. Heliyon, 10(23).

Rohm, A. J., Stefl, M., & Ward, N. (2021). Future proof and real-world ready: the role of live project-based learning in students’ skill development. Journal of Marketing Education, 43(2), 204-215.

Saavedra, A. R., & Rapaport, A. (2024). Key lessons from research about project-based teaching and learning. Phi Delta Kappan, 105(5), 19-25.

Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203-212.

Smith, A., & Brown, K. (2021). Project-based learning: Enhancing student engagement and outcomes. Journal of Educational Issues, 7(1), 12-25.

Tirado-Morueta, R., Ceada-Garrido, Y., Barragán, A. J., Enrique, J. M., & Andujar, J. M. (2022). Factors explaining students’ engagement and self-reported outcomes in a project-based learning case. The Journal of Educational Research, 115(6), 333-348.

Tsybenko, E., Panferova, E., Volodina, M., & Vartanova, N. (2022). Digitalization of education and distance learning technologies: development trends. International Scientific Conference on Agricultural Machinery Industry “Interagromash"” (pp. 2991-2999). Cham: Springer International Publishing.

Wang, X. M., Yu, X. H., Hwang, G. J., & Hu, Q. N. (2023). An online progressive peer assessment approach to project-based learning: A constructivist perspective. Educational technology research and development, 71(5), 2073-2101.

Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M., & Loyens, S. M. (2024). The effects of problem-based, project-based, and case-based learning on students’ motivation: A meta-analysis. Educational Psychology Review, 36(1), 29.

Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in psychology, 14, 1202728.

Zhang, W., Guan, Y., & Hu, Z. (2024). The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments. Education and Information Technologies, 1-33.

Downloads

Published

2024-12-27

How to Cite

Trustee, E. . (2024). Secondary School Learners’ Perceptions of the Impact of Project-Based Learning on Academic Performance. ETDC: Indonesian Journal of Research and Educational Review , 4(1), 57–67. https://doi.org/10.51574/ijrer.v4i1.2689