Investigating Student Perceptions toward the Benefits of Project-Based Learning in Nurturing Learning and Engagement
Main Article Content
Abstract
Project-Based Learning (PBL) refers to an instructional approach where students engage in exploring and solving real-world, complex problems over an extended period. The present study aims to explore the impacts of project-based learning in nurturing student learning and engagement in Kurdish EFL high school context. The design of the study followed a descriptive approach using quantitative methods. The population of the study comprised 364 high school learners from grades 10, 11, and 12 in one of the public schools in Sulaymaniyah, Kurdistan region of Iraq. The data was analyzed through the Statistical Package of Social Sciences (SPSS). The independent sample t-test was employed to investigate the differences between male and female participants. Furthermore, ANOVA one-way was utilized to assess the variations among academic levels. The findings suggested that gender does not have a direct impact on experiences and attitudes of the learners towards PBL. Conversely, there is a significant difference between male and female in students’ perceptions in perceived benefits of PBL. Regarding the academic levels, there is a significant difference between grade 10 and 11 and grade 12 in both categories. These outcomes offer insights to teachers and educators to implement project-based learning in educational practices in various teaching environments.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
TESOL Today is licensed under a Creative Commons Attribution License 4.0 (CC BY-4.0).
References
Ahmed, A. A., & Fatah, S. N. (2024). The Assessment of self-directed learning readiness among generation Z Kurdish EFL undergraduates. Journal of University of Human Development, 10(1), 1-9. https://doi.org/10.21928/juhd.v10n1y2024.pp1-9
Alacapınar, F. (2008). Effectiveness of project-based learning. Eurasian Journal of Educational Research, 32(1), 17-34.
Alorda, B., Suenaga, K., & Pons, P. (2011). Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL. Computers & Education, 57(3), 1876-1884.
Bloomfield, J., & Fisher, M. J. (2019). Quantitative research design. Journal of the Australasian Rehabilitation Nurses Association, 22(2), 27-30. https://doi.org/10.33235/jarna.22.2.27-30
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5(4), 1725-1746. https://doi.org/doi.org/10.3390/su5041725
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers' perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce. ERIC.
Chiang, C.-L., & Lee, H. (2016). The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709-712. https://doi.org/10.7763/IJIET.2016.V6.779
Craig, T. T., & Marshall, J. (2019). Effect of project‐based learning on high school students' state‐mandated, standardized math and science exam performance. Journal of Research in Science Teaching, 56(10), 1461-1488. https://doi.org/doi.org/10.1002/tea.21582
De Jong, D. (2019). Impacts of project-based learning on student engagement.
Dickson, M., & Ladefoged, S. E. (2017). Introducing active learning pedagogy into a technical and vocational education and training academy in Kurdistan, Iraq. International Review of Education, 63, 679-702. https://doi.org/doi.org/10.1007/s11159-017-9660-3
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International journal of educational research, 102, 101586. https://doi.org/doi.org/10.1016/j.ijer.2020.101586
Holm, M. (2011). Project-based instruction: A review of the literature on effectiveness in prekindergarten. River academic journal, 7(2), 1-13.
Inayah, Z., Buchori, A., & Pramasdyahsari, A. S. (2021). The effectiveness of problem based learning (PBL) and project based learning (PjBL) assisted kahoot learning models on student learning outcomes. International Journal of Research in Education, 1(2), 129-137. https://doi.org/doi.org/10.26877/ijre.v1i2.8630
Johnson, C. S., & Delawsky, S. (2013). Project-based learning and student engagement. Academic research international, 4(4), 560.
Kavlu, A. (2015). The effect of project–based learning on undergraduate EFL students’ reading comprehension ability. Journal of Education in Black Sea Region, 1(1). https://doi.org/doi.org/10.31578/jebs.v1i1.8
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277. https://doi.org/doi.org/10.1177/1365480216659733
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
Surji, A., & Ulker, V. (2022). Undergraduate foreign language learners perspective on project based learning. International Journal of Social Sciences & Educational Studies, 7(2), 254-267. https://doi.org/10.23918/ijsses.v8i4p254
Savin-Baden, M. (2016). The impact of transdisciplinary threshold concepts on student engagement in problem-based learning: A conceptual synthesis. Interdisciplinary Journal of Problem-Based Learning, 10(2), 1-22.
Summerlee, A., & Murray, J. (2010). The Impact of Enquiry-Based Learning on Academic Performance and Student Engagement. Canadian Journal of Higher Education, 40(2), 78-94.
Syukriah, S., Nurmaliah, C., & Abdullah, A. (2020, February). The implementation of project-based learning model to improve students’ learning outcomes. In Journal of Physics: Conference Series (Vol. 1460, No. 1, p. 012064). IOP Publishing.
Viswambaran, V. K., & Shafeek, S. (2019). Project based learning (PBL) approach for improving the student engagement in vocational education: an investigation on students ‘learning experiences & achievements. 2019 Advances in Science and Engineering Technology International Conferences (ASET),
Vogler, J. S., Thompson, P., Davis, D. W., Mayfield, B. E., Finley, P. M., & Yasseri, D. (2018). The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46, 457-488.