Examining the Dimensions of Project-Based Learning and Their Role in Enhancing Student Engagement and Academic Achievement Among University Students
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Abstract
This study examined the relationship between Project-Based Learning (PBL) and student engagement and academic achievement among university students. Considering five dimensions of PBL, the study employed a quantitative cross-sectional correlational-predictive design. The sample comprised 200 university students selected through stratified purposive sampling to ensure representation across different year levels. Data were collected using questionnaires that underwent reliability and validity testing. Data analysis involved independent-samples t-tests, one-way analysis of variance (ANOVA), Pearson's correlation, and multiple regression analysis.
The results indicated that Project-Based Learning was positively associated with student engagement (r = .58, p < .001) and academic achievement (r = .49, p < .001). Student engagement was also positively correlated with academic achievement (r = .46, p < .001). Multiple regression analysis revealed that collaboration and social interaction were the strongest predictors of student engagement (β = .27, p < .001), whereas real-world relevance and application were the strongest predictors of academic achievement (β = .21, p = .001). The findings suggest that multidimensional Project-Based Learning is associated with increased student engagement and academic performance, providing empirical evidence to support for learner-centered instructional approaches in higher education.
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