Assessment of Project-Based Learning: Evaluating Its Impact on Students' Writing Proficiency and Academic Outcomes
DOI:
https://doi.org/10.63011/ep6nnx37Keywords:
assessment, project-based learning, writing, academic outcomesAbstract
Project-based learning (PjBL) has been extensively studied, with numerous theoretical and empirical investigations concluding that it promotes significant growth in students. This study aimed to examine the influence of the PjBL approach and its assessment on students' writing skills in an Academic Writing (AW) course. A pre-experimental design was employed, involving 30 sixth-semester students from STAI Diponegoro Tulungagung, selected through purposive sampling. Pre- and post-tests were used to measure the students' writing skill outcomes. The findings suggest that PjBL can encourage educational practices such as project completion, data presentation, and self-reflection, as well as foster general educational attitudes like teamwork and problem-solving. However, the practical application of driving questions, student-set learning goals, and the use of projects to address essential subjects needs improvement. While scientific procedures were integral to the projects, the extent of student inquiry was unclear. The research indicated that various PjBL components attract the attention of both students and educators. These findings enhance our understanding of PjBL’s potential and the challenges of implementing the proposed assessment in educational settings. The study's insights and the framework of key qualities derived from it can guide research-based implementation and the design of the PjBL approach and related educational areas.
References
Allen, C. D., & Heredia, S. C. (2021). Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform. Journal of Science Teacher Education, 32(2), 148–166. https://doi.org/10.1080/1046560X.2020.1794292
Ayaz, M. F., & Söylemez, M. (2015). The Effect of the Project-Based Learning Approach on the Academic Achievements of the Students in Science Classes in Turkey: A Meta-Analysis Study. TED EĞİTİM VE BİLİM, 40(178). https://doi.org/10.15390/EB.2015.4000
Beckett, G. (2002). Teacher and Student Evaluations of Project-Based Instruction. TESL Canada Journal, 19(2), 52. https://doi.org/10.18806/tesl.v19i2.929
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/10.3390/su5041725
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Chua, K. J., Yang, W. M., & Leo, H. L. (2014). Enhanced and conventional project-based learning in an engineering design module. International Journal of Technology and Design Education, 24(4), 437–458. https://doi.org/10.1007/s10798-013-9255-7
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review. MDRC, October, 1–84. https://www.mdrc.org/sites/default/files/Project-Based_Learning-LitRev_Final.pdf
Frank, M., Lavy, I., & Elata, D. (2003). Implementing the Project-Based Learning Approach in an Academic Engineering Course. International Journal of Technology and Design Education, 13(3), 273–288. https://doi.org/10.1023/A:1026192113732
Ghosheh Wahbeh, D., Najjar, E. A., Sartawi, A. F., Abuzant, M., & Daher, W. (2021). The role of project-based language learning in developing students’ life skills. Sustainability (Switzerland), 13(12), 1–15. https://doi.org/10.3390/su13126518
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020a). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020b). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(April), 101586. https://doi.org/10.1016/j.ijer.2020.101586
Hanif, S., Wijaya, A. F. C., & Winarno, N. (2019). Enhancing Students’ Creativity through STEM Project-Based Learning. Journal of Science Learning, 2(2), 50. https://doi.org/10.17509/jsl.v2i2.13271
Hidayati, D., Novianti, H., Khansa, M., Slamet, J., & Suryati, N. (2023). Effectiveness project-based learning in ESP class: Viewed from Indonesian students’ learning outcomes. International Journal of Information and Education Technology, 13(3), 558-565. https://doi.org/10.18178/ijiet.2023.13.3.1839
Holmes, V.-L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449–463. https://doi.org/10.1080/00220671.2014.979911
Hong, J.-C., Chen, M.-Y., Wong, A., Hsu, T.-F., & Peng, C.-C. (2012). Developing physics concepts through hands-on problem solving: a perspective on a technological project design. International Journal of Technology and Design Education, 22(4), 473–487. https://doi.org/10.1007/s10798-011-9163-7
Hsu, P.-S., van Dyke, M., Chen, Y., & Smith, T. J. (2016). A cross-cultural study of the effect of a graph-oriented computer-assisted project-based learning environment on middle school students’ science knowledge and argumentation skills. Journal of Computer Assisted Learning, 32(1), 51–76. https://doi.org/10.1111/jcal.12118
Jaiswal, A., Karabiyik, T., Thomas, P., & Magana, A. J. (2021). Characterizing team orientations and academic performance in cooperative project-based learning environments. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090520
Kim, Y. (2021). Effect of projet-based learning on the creative personality, teamwork competence and self-regulated efficacy of undergraduate nursing students. Turkish Journal of Computer and Mathematics Education, 12(10), 872–881.
Knoblauch, C. (2022). Combining and Balancing Project-Based and Blended Learning in Education. International Journal of Advanced Corporate Learning (IJAC), 15(1), 35–44. https://doi.org/10.3991/ijac.v15i1.27135
Kolmos, A., Holgaard, J. E., & Clausen, N. R. (2020). Progression of student self-assessed learning outcomes in systemic PBL. European Journal of Engineering Education, 1–23. https://doi.org/10.1080/03043797.2020.1789070
Krajcik, J. S., & Shin, N. (2014). Project-Based Learning. In The Cambridge Handbook of the Learning Sciences (pp. 275–297). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a Leap of Faith: Redefining Teaching and Learning in Higher Education Through Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 8(2). https://doi.org/10.7771/1541-5015.1426
Lee, O., Llosa, L., Grapin, S., Haas, A., & Goggins, M. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education, 103(2), 317–337. https://doi.org/10.1002/sce.21498
Lin, C. L. (2018). The Development of an Instrument to Measure the Project Competences of College Students in Online Project-Based Learning. Journal of Science Education and Technology, 27(1), 57–69. https://doi.org/10.1007/s10956-017-9708-y
Lu, Q. (2021). A New Project-Based Learning in English Writing. International Journal of Emerging Technologies in Learning, 16(5), 214–227. https://doi.org/10.3991/ijet.v16i05.21271
Ma, J. (2018). Student Perceptions of Assessment-for-Learning Practices in an English Academic Writing Course. English Teaching and Learning, 42(2), 155–183. https://doi.org/10.1007/s42321-018-0008-2
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-021-00042-x
Martinez, C. (2022). Developing 21st century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2024936
Miller, E. C., & Krajcik, J. S. (2019). Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1(1), 1–10. https://doi.org/10.1186/s43031-019-0009-6
Miller, E. C., Severance, S., & Krajcik, J. (2021). Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher Learning in Project-Based Learning Contexts. Journal of Science Teacher Education, 32(7), 757–779. https://doi.org/10.1080/1046560X.2020.1864099
Petrosino, A. J. (2004). Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology, 13(4), 447–460. https://doi.org/10.1007/s10956-004-1466-y
Rouvrais, S., Ormrod, J., Landrac, G., Mallet, J., Gilliot, J. M., Thepaut, A., & Tremenbert, P. (2006). A mixed project-based learning framework: preparing and developing student competencies in a French Grande Ecole. European Journal of Engineering Education, 31(1), 83–93. https://doi.org/10.1080/03043790500429500
Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering the skills of critical thinking and question-posing in a project-based learning environment. Thinking Skills and Creativity, 29, 203–212. https://doi.org/10.1016/j.tsc.2018.08.001
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
Skliarova, I. (2021). Project-Based Learning and Evaluation in an Online Digital Design Course. Electronics, 10(6), 646. https://doi.org/10.3390/electronics10060646
Slamet, J., & Fatimah, S. (2022). Quizizz Application-Based English Learning Materials Assessment Instrument Development. In International Conference on Art, Design, Education and Cultural Studies (ICADECS) (Vol. 4, No. 1).
Srinarwati, D. R., Sumarno, T., Slamet, J., Widodo, J. P., & Basthomi, Y. (2023). Unleashing The Synergy of Blended Learning in Higher Education During The Covid-19 Pandemic. Journal For Reattach Therapy and Developmental Diversities, 6(10s), 912-922.
Song, Y., & Zhou, J. (2022). Revising English Language Course Curriculum Among Graduate Students: An EAP Needs Analysis Study. SAGE Open, 12(3). https://doi.org/10.1177/21582440221093040
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education, 14(2), 109–122. https://doi.org/10.1177/1469787413481132
Umar, M., & Ko, I. (2022). E-Learning: Direct Effect of Student Learning Effectiveness and Engagement through Project-Based Learning, Team Cohesion, and Flipped Learning during the COVID-19 Pandemic. Sustainability (Switzerland), 14(3). https://doi.org/10.3390/su14031724
Widodo, J. P., & Slamet, J. (2021, December). Lecturers’ perspectives through e-learning by using Moodle for post-graduate students at STKIP PGRI Sidoarjo. In International Seminar on Language, Education, and Culture (ISoLEC 2021) (pp. 167-171). Atlantis Press.
Widodo, J. P., Musyarofah, L., & Slamet, J. (2022). Sosialisasi LMS eLSIDA pada mahasiswa slow learners di STKIP PGRI Sidoarjo. Jurnal Abdidas, 3(3), 456-464. https://doi.org/10.31004/abdidas.v3i3.613
Wrigley, C., & Straker, K. (2017). Design Thinking pedagogy: the Educational Design Ladder. Innovations in Education and Teaching International, 54(4), 374–385. https://doi.org/10.1080/14703297.2015.1108214
Zaafour, A., & Salaberri‐ramiro, M. S. (2022). Incorporating Cooperative Project‐Based Learning in the Teaching of English as a Foreign Language: Teachers’ Perspectives. Education Sciences, 12(6). https://doi.org/10.3390/educsci12060388
