Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study

Abstract

Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving.

1. Introduction

Traditional teaching methods, such as lecture-based instruction and an emphasis on rote memorization, largely characterize the current educational landscape [1]. While effective in disseminating factual knowledge, these approaches often fall short in fostering critical thinking and practical skills [2]. In many classrooms, the teacher remains the central figure, imparting information in a one-way communication model that leaves little room for active student engagement or exploration. This teacher-centered approach, combined with standardized assessment methods, can limit opportunities for students to develop essential skills like problem-solving, creativity, and the real-world application of knowledge [3,4]. Moreover, the lack of emphasis on practical, hands-on experiences means that students are not always adequately prepared for the complexities of the modern workforce, where adaptability and collaboration are key [5,6]. While traditional methods have their place, they often fail to address the diverse learning needs of students, potentially stifling their intellectual curiosity and limiting their capacity for critical inquiry. This critique highlights the need for a more dynamic and student-centered approach to education that imparts knowledge and encourages students to think critically and engage deeply with the material.

Consequently, PBL emerges as a compelling alternative to traditional instructional methods, offering a transformative approach to education that places students at the center of the learning experience. Unlike the conventional lecture-based model, PBL engages students in hands-on projects that require them to explore complex, real-world problems [7]. This methodology shifts the focus from the passive reception of information to active learning, where students take responsibility for their educational journey, often working in collaborative teams. In PBL, students are not merely learning about a subject; they are applying their knowledge to solve practical issues, thereby gaining a deeper understanding of the material and developing critical skills such as teamwork, communication, and project management [8]. Moreover, PBL emphasizes student autonomy, allowing learners to choose topics that interest them and pursue questions that spark their curiosity. This approach not only enhances engagement but also fosters a sense of ownership and motivation, as students see the direct relevance of their work to real-world contexts [9,10]. The collaborative nature of PBL also mirrors professional environments, preparing students for future careers by honing their ability to work effectively with others, negotiate different perspectives, and manage complex tasks. By integrating interdisciplinary knowledge and encouraging inquiry-based learning, PBL helps students build a more comprehensive and applicable skill set, making it a robust alternative to traditional education methods. This contrast highlights the need for educational reform that prioritizes critical thinking, creativity, and practical application, all hallmarks of the PBL approach.

The theoretical underpinnings of project-based learning (PBL) are deeply rooted in constructivist educational theories, which emphasize the active role of learners in constructing their own understanding and knowledge [11]. Key educational theorists such as John Dewey, Jean Piaget, and Lev Vygotsky have significantly influenced the development of PBL [12]. Project-based learning is increasingly adopted in educational institutions due to its effectiveness in developing essential 21st-century skills [13]. Unlike traditional methods, PBL emphasizes critical thinking, creativity, collaboration, and communication. Through engaging in real-world projects, students learn to analyze complex problems, think creatively, work in teams, and communicate their ideas effectively. These skills are crucial in today’s dynamic and interconnected world, making PBL a valuable approach for preparing students for future careers and challenges [14,15]. The growing emphasis on PBL reflects a shift towards more holistic and practical education methods.

While project-based learning has gained recognition, there remains a notable gap in understanding how its theoretical benefits translate into actual student experiences and perceptions. Much of the existing literature on PBL focuses on its general advantages and implementation strategies, often overlooking the nuanced and diverse ways students engage with and react to this pedagogical approach. This research, therefore, is crucial for several reasons. First, understanding how students perceive and engage with PBL can provide valuable insights into its effectiveness. While PBL is widely praised for its potential to develop critical thinking, creativity, collaboration, and communication skills [16], these benefits can vary significantly based on the student experience and context. By exploring these experiences, educators can identify what works well and what challenges students face, allowing for targeted improvements in pedagogical practices. Therefore, this paper is aimed at addressing the question “What are the student perspectives and experiences of PBL as a method of learning”.

The rest of the paper is structured as follows: Section 2 outlines the methodology, detailing the qualitative research design, data collection, and analysis methods. In Section 3, we present the findings from the interviews and focus groups, providing an in-depth analysis of student experiences and perceptions. Section 4 concludes the paper by giving discussions.

2. Materials and Methods

2.1. Research Design

This study employs a qualitative research design to investigate student perspectives and experiences of project-based learning in Research Methods and Computer Programming courses. This approach allows for a deep understanding of the students’ experiences through detailed, narrative data.

2.2. Participants

The participants in this study are 30 undergraduate students enrolled in the advanced Diploma in Information technology. The 30 students constituted the entire class, hence, no selection was performed. The students’ ages ranged between 22 and 30. Of the 30 students, only 6 were female and the rest were male. These students experienced project-based learning as a teaching method in the Research Methods and Computer Programming courses. The students did their projects in pairs. In addition to the two modules, the participants were also enrolled for three other modules where the lecturers used other teaching methods. In the project-based learning (PBL) approach, students were assigned real-life projects that required them to apply the course content in practical, real-world scenarios. Rather than passively absorbing theoretical knowledge, students engaged in solving authentic problems, integrating their learning in real-time as they progressed through the project. This method allowed them to apply core concepts, tools, and techniques from the course on the go, promoting deeper understanding and retention. By working on real-life challenges, students were able to see the immediate relevance of their coursework, develop critical thinking and problem-solving skills, and gain valuable experience that mirrors professional practice.

2.3. Data Collection

In-depth, semi-structured interviews were conducted with all 30 students to gain comprehensive insights into their experiences with project-based learning. The interviews were conducted by lecturers who did not teach the students, to remove bias. The approach allowed students to elaborate on their experiences, challenges, and suggestions for improvement. The interviews were conducted in person or via video conferencing based on the students’ preferences. Each interview lasted approximately 45–60 min and was recorded with the participant’s consent for accurate transcription and analysis.

2.4. Data Analysis

The interview data were transcribed verbatim and analyzed using thematic analysis. Thematic analysis involves coding the data to identify recurring themes and patterns. The following steps were followed:

2.4.1. Familiarization

This process entailed reading the interview transcripts to become thoroughly acquainted with the content. During this stage, detailed notes on initial impressions were taken. This process helped to identify preliminary patterns and insights. This step was crucial for immersing the researchers in the data and laying the groundwork for deeper analysis.

2.4.2. Coding

Coding involves generating initial codes that pinpoint significant features of the data relevant to the research questions. Each code represented a meaningful data segment that could be linked to the research questions.

2.4.3. Theme Development

The codes were collated into potential themes after coding. This process involved grouping related codes and reviewing these clusters to ensure they accurately reflected the data. Theme development was iterative; the emerging themes were constantly compared with the data to ensure they were representative and relevant.

2.4.4. Defining and Naming Themes

After the themes were developed, refining and defining them was the next step. Each theme was carefully examined to capture its core essence accurately. Themes were given descriptive names that encapsulated their main ideas. Defining and naming themes helped to distill complex data into coherent categories that could be easily communicated and understood.

2.5. Ensuring Qualitative Research Rigor

To uphold the credibility and integrity of this study, the researchers have meticulously followed the guidelines outlined by prominent scholars in the field of qualitative research, such as Lincoln and Guba [17] and Tracy [18]. By employing a multifaceted approach, the study has addressed the key criteria for qualitative quality, ensuring that the findings are trustworthy and meaningful.

2.5.1. Credibility

The researchers achieved this through prolonged engagement with the data and the use of methodological triangulation. Triangulation involved comparing and cross-checking multiple data sources, including participant responses across interviews, to corroborate and validate the emerging findings.

2.5.2. Dependability

Dependability, paralleling reliability in quantitative research, was established through the maintenance of a detailed audit trail. The researchers thoroughly documented all research processes, including coding decisions, interview protocols, and data collection methods. This transparent record-keeping enables the replication of the study and provides insight into the consistency of the research process.

2.5.3. Confirmability

To ensure the findings were grounded in the data and not shaped by researcher bias, the researchers employed reflexivity. Reflexive journaling and discussions allowed the researchers to remain cognizant of any potential preconceptions or biases that could have influenced the interpretation of the data. Furthermore, an external auditor, a peer researcher not involved in the study, was enlisted to validate the alignment between the data and the researchers’ interpretations.

3. Results

3.1. Demand for Attendance and Participation

Students consistently highlighted the necessity of regular attendance in project-based learning courses. Missing even a single class was perceived as having a significant negative impact on their ability to keep up with the course material. One student noted, “Missing a class means a lot. This method demands 100% lecture attendance. If you are left behind, it is difficult to catch up”. The tailored nature of each class to specific components of the project was emphasized, making it challenging to make up for missed sessions. Another student mentioned, “Each class is tailored towards a specific component of the project and usually not general, hence, if you miss a class, there is a big problem. It is hard to get help from other students because they would have understood the lecture based on their own project”. The critical importance of initial lectures was also stressed, with one student stating, “The first lectures are crucial; you miss them, and everything else is in shambles”.

Students also noted that mere attendance is not enough. The requirement for active participation was another significant theme. Students felt that project-based learning compelled them to engage more deeply in class activities. One student explained that PBL “Forces you to participate in class because you have to understand how each component is applicable to your own scenario”. This mandatory engagement was seen as both a challenge and a benefit, ensuring that students remained involved and understood the practical application of the course content. Furthermore, attendance and students’ participation in lectures have been a long-standing problem facing university lecturers [19,20]. Consequently, these findings suggest that the adoption of PBL is a promising solution.

3.2. Enhanced Learning and Application of Knowledge

Students emphasized the difference between theoretical knowledge and practical application, highlighting how project-based learning bridged this gap. One student remarked, “You think you know until you do project-based learning—It’s not about just reading and knowing basics but applying the concepts”. This shift from theoretical understanding to practical application was a recurring theme, as students noted that they quickly learned and applied essential aspects of the module, often seeking clarification in class to ensure accurate application. Another student shared, “You always learn important aspects of the module or what you need and have to master it quickly because you have to put it into practice. In traditional teaching methods, it’s difficult to know how important a concept is, but with project-based learning, you quickly see it and apply it or ask for clarification in class”. These findings are true because this method is more focused on skill acquisition than on a student being able to answer a question but not being able to apply the same information in a real-world project. In line with these findings, the research shows that students partaking in PBL outperform those learning within traditional approaches [21].

3.3. Continuous Engagement with Content

The need to constantly engage with course content, even outside of classroom hours, was a significant theme. Students felt that the project-based approach kept them continually immersed in the subject content. One student noted, “The module and its content is always in your face—In essence, even when you are at home, you think about it”. This continuous engagement was viewed as beneficial for reinforcing learning and fostering a deeper understanding of the material. Students also mentioned that this method reduced the need for exam preparation, as understanding was built continuously. “No need to prepare for the exam—you understand concepts as you go”, one student commented. The structured and cumulative nature of the learning process was also appreciated, with one student stating, “You understand the objectives of the module from the onset—You know what is coming next. Every class you will be filling up each part of a bigger framework”. Project-based learning also seemed to instill a broader understanding and confidence in students.

One student explained, “After going through project-based learning, I now approach things with an open mind—confident with things to attempt things that I don’t know. There is a special skill that it teaches you”. It is interesting to note that project-based learning increases student confidence, independence and engagement in their own learning, as reported in [22].

In addition, the increased workload in project-based learning was noted, but students felt it resulted in a better retention of knowledge. “You work more than in traditional classes, and the knowledge sticks in your head. The lecturer doesn’t give a lot of notes”, one student observed. This method encouraged students to actively engage with and retain the material through practical application rather than passive note-taking.

3.4. Autonomous Learning

Project-based learning was noted for fostering a high degree of autonomy among students, enabling them to take greater control of their learning process. This self-directed approach was seen as empowering, as students could work at their own pace and set their own milestones. One student highlighted this aspect by stating, “You can achieve milestones without necessarily waiting for others”. This autonomy allowed students to progress through their projects based on their own schedules and learning speeds, promoting a sense of ownership and responsibility over their educational outcomes.

The increased independence in project-based learning also encouraged students to develop critical skills such as time management, self-motivation, and problem-solving. These skills are invaluable not only in academic settings but also in real-world scenarios where individuals must often work independently and make decisions without constant guidance [22]. By granting students more control over their learning paths and outcomes, this approach helps cultivate essential skills that are critical for academic success and professional development. The autonomy inherent in project-based learning encourages students to become more engaged, motivated, and confident in their abilities to tackle new and challenging tasks.

3.5. Adaptation and Transition Challenges

Students reported significant challenges when adapting to project-based learning, particularly if they were accustomed to traditional teaching methods. The shift from a passive learning style to a more active, hands-on approach required adjustments that some students found difficult. One student shared, “It’s difficult to adapt if you are used to the traditional way. It is also hard if the other lecturers are using traditional methods. Difficult to switch between subjects that use different methods”.

The inconsistency between different instructional methods across various courses added to the difficulty in adaptation. When some lecturers continued to use traditional methods while others adopted project-based learning, students struggled to switch between the different approaches. This inconsistency led to confusion and added stress, as highlighted by the same student: “It is also hard if the other lecturers are using traditional methods”. This transition can be particularly challenging for students who have been successful in more traditional educational settings and may require time and support to adapt to the new learning paradigm [23]. These findings underline the importance of a more unified approach to teaching methodologies within educational programs. Providing support and guidance to students during the transition can help ease the adaptation process and ensure a smoother integration of project-based learning with other teaching methods. This can mitigate the stress and confusion associated with switching between different instructional styles, enhancing the overall learning experience for students. These findings suggest that it is high time that student-centered learning was adopted. In fact, the findings point to a solution for many challenges faced by the passive learning styles.

3.6. Enhanced Collaboration and Teamwork

Students noted that collaboration was a fundamental aspect of project-based learning, which often required working in groups. This enforced collaboration had both positive and negative impacts. While it encouraged teamwork and the sharing of ideas, it also presented challenges, particularly when coordinating schedules and workloads. One student explained, “Collaboration is enforced—but there are challenges with collaboration, especially when working with people with different schedules, etc.”. This highlights the logistical difficulties that can arise when students have varying availability and commitments outside the classroom. Many students appreciate the collaborative aspects of PBL, while others report challenges in group dynamics and workload distribution. Group work is a central feature of many PBL implementations, reflecting the collaborative nature of many real-world tasks. However, issues such as unequal participation, conflicts over project direction, and difficulties in coordinating group efforts can arise [24].

3.7. Difficulty in Peer Assistance

Another significant issue was the difficulty in obtaining help from peers. Since each student or group often worked on unique projects, the ability to assist one another was limited. “Hard to get help from fellow classmates—they write notes specific to their projects. At times you may discover that some classmates are behind”, one student pointed out. This individualized approach to projects made it challenging for students to share insights or seek assistance, as their peers were often focused on different aspects of the course material. The findings, therefore, highlight the importance of student collaboration in PBL approaches and course designs that enable peer assistance, which is consistent with the findings of other studies [25].

The project-specific nature of the notes taken by each student further complicated peer assistance. Because each student’s project was tailored to their particular focus, the notes they took were highly individualized and not always applicable to their classmates’ work. This individualization of learning materials meant that students often had to rely on their understanding and resources rather than collaborative learning from shared notes.

3.8. Importance of Feedback and Continuous Assessment

Continuous assessment and timely feedback were seen as crucial elements in the project-based learning approach. Students appreciated the iterative assessment process and the immediate application of feedback to improve their projects. One student highlighted this by saying, “We saw the importance of doing corrections after a test or an assessment. Previously, we would ignore test feedback because we would rarely need it for the future. You pass or fail and you move on to the next chapter, but with project-based learning, those concepts you failed will always catch up with you”.

The iterative nature of project-based learning ensures that students continuously refine and enhance their understanding of the material. The need to address mistakes and apply feedback promptly fosters a deeper and more accurate grasp of the subject matter. This process contrasts with traditional methods, where assessments are often seen as endpoints rather than opportunities for further learning. A study reported in [26] which investigated the role of feedback and feed-forward in promoting problem-based learning in online environments reached a similar conclusion.

Students felt that this continuous assessment and feedback cycle helped them master concepts more thoroughly. The regular and immediate application of feedback ensured that misunderstandings were corrected early, preventing them from becoming entrenched. One student commented, “Those concepts you failed will always catch up with you”, emphasizing how continuous assessment helps reinforce learning and ensure comprehensive understanding.

4. Discussion

This study employs a qualitative research design to investigate student perspectives and experiences of project-based learning in Research Methods and Computer Programming courses. Project-based learning (PBL) has gained popularity in higher education due to its effectiveness in active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills.

Our findings show the impact of project-based learning for students in fostering deeper engagement, the practical application of knowledge, and autonomous learning. Compared to traditional methods, project-based learning offers several advantages, despite having its own challenges.

One of the key insights from this research is the importance of regular class attendance and active participation in modules that use project-based learning. Students explained that missing even a single class could significantly hinder their ability to keep up with the subject content. This finding is consistent with the existing literature that recognizes the demanding nature of project-based learning [27]. While this demand results in greater engagement, it also exerts pressure on students to maintain consistent attendance, suggesting that institutions may need additional support, such as flexible scheduling or supplemental resources, to help students who might struggle to meet these requirements.

Another significant theme from the data is how project-based learning bridges the gap between theoretical knowledge and practical application. Students reported that this learning approach made them realize the importance of understanding concepts and applying them in real-world scenarios. This emphasis on experiential learning aligns with previous studies that suggest that project-based learning enhances knowledge retention [28] and equips students with skills that are directly transferable to professional settings [29]). However, this also underlines the need for curriculum designers to carefully structure project-based learning activities to ensure that they comprehensively cover both essential theoretical knowledge and its practical application.

Project-based learning also encourages continuous engagement with course content, immersing students in the subject matter outside of class [29]. Students appreciated this continuous immersion, noting that it reduced the need for traditional exam preparation because learning occurred continuously. Additionally, project-based learning has been shown to improve students’ learning motivation, problem-solving skills, teamwork, and communication skills [28,30].

Despite the advantages of PBL, the study also revealed a few challenges related to the adaptation to this learning style. The shift from a traditional learning style to a more active, hands-on approach required some adjustments that students found difficult. This was compounded by inconsistencies in teaching methods across different courses, with students struggling to switch between PBL and traditional instructional styles. This highlights the need for a more unified approach to teaching methodologies within educational programs to minimize confusion.

Collaboration is a central component of PBL, but it also presents logistical difficulties for students, particularly when coordinating schedules and workloads with peers. The enforced nature of collaboration encouraged teamwork but also brought challenges related to group dynamics and the individualized nature of projects. Since each student’s project was unique, it was difficult for peers to assist one another, limiting opportunities for collaborative learning. These findings suggest that institutions should provide more structured support for group work in PBL, ensuring that students can effectively navigate collaboration challenges.

This study also highlighted the importance of continuous assessment and timely feedback in PBL. Students appreciated the iterative nature of the assessment process, which allowed them to apply feedback immediately and improve their understanding of the material. This contrasts with traditional assessment methods, where feedback is often seen as an endpoint rather than an opportunity for further learning. The continuous feedback loop in PBL promotes deeper learning and ensures that misunderstandings are corrected early on, contributing to a more thorough grasp of the subject matter.