Qualitative research methods to evaluate the impact of PBL (Project-based Learning) on student learning: findings from a case study.

Author(s):

Sandra Fernandes(presenting / submitting)

Conference:

ECER 2016

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 06 D, Student Learning and Performances

Paper Session

Time:

2016-08-24

15:30-17:00

Room:

NM-J104

Chair:

Sofia Lurdes Rosas Silva

Contribution

One of the significant changes in the educational paradigm implemented with the Bologna Process in the European Higher Education Institutions (Bologna Declaration, 1999) was the focus on student centered learning and active student involvement in the learning process. The shift from traditional learning to student centered learning in higher education implies, as for example, the need for learning to be aimed at professional practice, to foster critical thinking, student autonomy, creativity and the importance of developing active and deep learning (Helle et al., 2006). As a consequence, greater attention has been given to active learning methodologies. In the context of Engineering Education, student centred learning has taken the form of project approaches (Fernandes, Mesquita, Flores & Lima, 2014; Lima, Carvalho, Flores, & van Hattum-Janssen, 2007; Powell & Weenk, 2003) and other cooperative learning environments (Johnson, Johnson & Smith, 1998).

Project-based learning (PBL), according Powell & Weenk (2003), aim at fostering student-centeredness, teamwork, interdisciplinarity, development of critical thinking and competencies related to interpersonal communication and project management. By learning through projects and teamwork, students move from merely listening and reading about abstract concepts to working with their teammates in applying those concepts in order to solve real-world problems.

This paper presents findings from a case study of PBL carried out at an Engineering programme at the University of Minho, Portugal. The study is part of a broader research project aimed at analyzing the impact of PBL on student learning and on teacher's work (Fernandes, 2011). For the purpose of this paper, qualitative research methods and their relevance for understanding students’ views on their learning process and outcomes will be discussed in a deep approach.

Method

The purpose of this paper is to analyse student’s perceptions of the impact of PBL on their learning and discuss the relevance of qualitative research methods for attaining a deeper understanding of students’ views of their learning process and outcomes. This includes analyzing student motivations, difficulties and competencies developed during the PBL semester. A qualitative research approach was undertaken as the researcher was interested in seeing through the eyes of the people being studied (Denzin & Lincoln, 1994; Silverman, 1993). The main research methods applied for data collection were based on students´ perceptions as the main source of information. Therefore, the data collection included: open-ended questionnaires, focus groups and written narratives. The questionnaire, used in a first moment, included 6 open ended questions, which aimed at evaluating students' overall satisfaction with the PBL semester and it impact on his/her learning. The focus groups and written narratives, used at a second moment, were used to allow an exchange of experiences and interaction amongst students who were involved in PBL semester. According to Bryman (2004), focus groups typically emphasize a specific theme or topic that is explored in depth, as the participants discuss a certain issue as members of a group, rather than simply as individuals. This was an important issue for the research, as students could «respond to each other´s views and build up a view out of the interaction that takes place within the group» (Bryman, 2012, p.501). A number of practical aspects were taken in consideration such as the selection of the participants, the sizes of groups. Recording and transcription were also given careful attention as the researcher was interested in not just what students said but how they said it. The topics explored during the focus group discussions focused upon students’ perceptions of PBL, what they enjoyed most and their main difficulties, what they learnt from the project, how they compared PBL with the non PBL semester, their opinion in regard to the assessment method and its results and, finally, how they felt about participating in a new PBL experience. In total, three focus groups were held involving 6 to 8 students who volunteered to participate. For data analysis, a preliminary content analysis was carried out to identify recurring topics as well as contrasting patterns amongst students’ perceptions (Miles & Huberman, 1994). This analysis resulted in a set of emerging categories explored in the findings.

Expected Outcomes

Findings collected from students revealed that PBL was a very significant learning experience for student, as the project created a learning situation, based on a professional context, where students could apply knowledge to solve real problems. These are important skills which students believed to prepare them to face the challenges of professional life. Students also recognized the effectiveness of PBL for the development of general skills such as teamwork, problem solving, time management, oral and written communication skills, etc. These findings also confirm previous research stating the importance of PBL to enhance the development of these skills. Some difficulties were also pointed out by students and a critical view of their learning process was very present during the focus group discussion. Further discussion on the relevance of the qualitative research methods used to collect data from students will be explored in greater extent in the paper.

References

Bryman, A. (2004). Social Research Methods. Oxford : Oxford University Press. Denzin, N. & Lincoln, Y. (1994). Handbook of Qualitative Research. Thousand Oaks, CA: Sage. European Ministers of Education, 1999, “The Bologna Declaration of 19 June 1999” The European Higher Education Area. Fernandes, S. (2011). Aprendizagem baseada em Projectos no contexto do Ensino Superior: Avaliação de um dispositivo pedagógico no Ensino de Engenharia. Tese de Doutoramento em Ciências da Educação (área de especialização em Desenvolvimento Curricular). Centro de Investigação em Educação. Universidade do Minho. Fernandes, S., Mesquita, D., Flores, M. A., & Lima, R. M. (2014). Engaging students in learning: findings from a study of project-led education. European Journal of Engineering Education, 39(1), 55-67. Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education - theory, practice and rubber sling shots. Higher Education. 51(2), 287-314. Johnson, D. W. & Johnson, R. T. & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. 2nd edition. Edina, Minn: Interaction Book Co. Lima, R. M., Carvalho, D., Flores, M. A.& N. van Hattum-Janssen. (2007). A Case Study on Project Led Education in Engineering: Students’ and Teachers’ Perceptions. European Journal of Engineering Education. 32 (3): 337–347. Powell, P. C. and Weenk, W., 2003, “Project-Led Engineering Education” Utrecht: Lemma. Silverman, D. (1997) (org.). Qualitative research: Theory, Method and Practice. London: Sage

Author Information

Sandra Fernandes (presenting / submitting)

Portucalense University

Department of Psychology and Education

Porto

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.