Impact of project-based learning on conceptual achievements and motivation of technology students in electricity

Abstract

In the field of engineering education, this study explores the impact of Project-Based Learning (PBL) on the conceptual achievements and motivation of technology students in electricity. The research took place at a public university in Colombia, where the aim was to enhance student learning outcomes in this area. The research design was quasi-experimental and included a pre- and post-test analysis, with a control group that received traditional teaching methods and an experimental group that was engaged in interactive instruction via PBL in a team-based format. The results of the study showed that the use of PBL in a team-based environment had a significant positive impact on the students' conceptual performance and motivation. The students who participated in the PBL activities displayed an increased level of knowledge acquisition, as well as a higher degree of motivation compared to the control group. The results also indicated that PBL activities helped students to understand the concepts more effectively, and motivated them to pursue academic goals. The research suggests that PBL can be an effective teaching strategy for technology students in electricity, providing them with a more interactive and engaging learning experience that results in enhanced conceptual performance and motivation. This study sheds light on the importance of incorporating PBL in engineering education, and contributes to the body of knowledge in the field. The findings are expected to be useful for educators, researchers, and educational institutions in their efforts to improve the quality of engineering education and foster student success.