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

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  • Mohammed Abdullatif Almulla

Abstract

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.

Suggested Citation

  • Mohammed Abdullatif Almulla, 2020. "The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning," SAGE Open, , vol. 10(3), pages 21582440209, July.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:3:p:2158244020938702
    DOI: 10.1177/2158244020938702
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    References listed on IDEAS

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    2. Jeffrey Mo, 2017. "Collaborative problem solving," PISA in Focus 78, OECD Publishing.
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    1. Abderrazak Zaafour & María Sagrario Salaberri Ramiro, 2022. "Implementing Cooperative Project-Based Learning: Difficulties and Innovative Solutions," World Journal of English Language, Sciedu Press, vol. 12(5), pages 425-425, June.
    2. Nurul Liya Saffura Rostam & Amri Muaz Azmimurad & Haslina Hassan & Wani Nurfahani Mohd Sapuan, 2024. "Perceived Effectiveness of Using AI-based Applications in Project-Based Learning," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 4425-4435, September.
    3. Ming Li & Mohd Isa Rohayati, 2024. "The Relationship between Learning Outcomes and Graduate Competences: The Chain-Mediating Roles of Project-Based Learning and Assessment Strategies," Sustainability, MDPI, vol. 16(14), pages 1-25, July.
    4. Mohammed Abdullatif Almulla, 2022. "Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(9), pages 1-18, May.
    5. Jean Claude Ibyimana & Dr Faustin Mugiraneza & Dr Marie Claire Mukamazimpaka, 2023. "Effect of Instructional Supervision on Teachers’ Competences in Public Primary Schools in Rwanda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 289-296, June.
    6. Dhiva Maulida Rizqi Nur’aini & Sarwiji Suwandi & Muhammad Rohmadi, 2023. "Students’ Perception of Writing Procedure Text with Project-Based Learning Model," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 10(12), pages 118-129, December.
    7. Cecilia Smaniotto & Laura Brunelli & Edoardo Miotto & Massimo Del Pin & Edoardo Ruscio & Maria Parpinel, 2022. "Sustainable Development Goals and 2030 Agenda—Survey on Awareness, Knowledge and Attitudes of Italian Teachers of Public Mandatory Schools, 2021," Sustainability, MDPI, vol. 14(12), pages 1-17, June.
    8. Rafael Alberto Méndez-Romero & Jackie Carter & Sofía Carrerá-Martínez & María Angélica Suavita-Ramírez & Vanessa Higgins, 2022. "Rethinking the Teaching of University Statistics: Challenges and Opportunities Learned from the Colombia–UK Dialogue," Mathematics, MDPI, vol. 11(1), pages 1-17, December.
    9. Zhiling Cai & Jinxing Zhu & Yu Yu & Saiqi Tian, 2023. "Elementary school teachers’ attitudes towards project-based learning in China," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    10. Burcu Güley & Ayşegül Keskinkılıç, 2024. "The effect of project approach-based science education program on problem-solving skills of preschool children," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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