Project -based Learning and Students’ Performance

Abstract

Project-based learning (PBL) is an educational model that is believed to enhance student learning experience and academic achievement. The Buck Institute for Education (BIE) is the promoter of PBL. The Chinese Ministry of Education emphasizes the importance of project-based learning in its curriculum standards. Research shows that PBL improves student academic achievement, engagement, critical thinking, and promotes collaboration and innovative thinking. However, the implementation of PBL faces many challenges, such as project design complexity, individual student differences, time management, assessment standards development, teacher role changes, resource constraints, and curriculum integration. Addressing these challenges requires teachers with keen insight, flexible teaching strategies and continuous professional development. There are differences between project-based learning and traditional teaching in student performance, such as initiative and engagement, critical thinking and problem solving, teamwork and communication skills, as well as in-depth understanding and transfer of knowledge. This study uses quantitative research design to numerically describe the implementation of investigation-based project-based learning and analyze its relationship with student achievement. The subjects were teachers and students (172 teachers, 2,154 students) from three schools in Guangdong, China, and the sampling was purposeful, focusing on teachers and students using project-based learning.