Application of project-based learning as perceived by teachers and students in higher education

Abstract

Project Based Learning (PBL) is a key methodology in Higher Education, since it promotes autonomous and collaborative learning, fundamental aspects for meaningful learning. However, its application faces limitations due to the lack of comprehensive understanding on the part of teachers and students. Within this framework, the study analyzed the correlation of the application of project-based learning from the perceptions of teachers and students in a local context. For this purpose, a deductive method was used, with a quantitative approach, descriptive-explanatory scope and cross-sectional-non-experimental design. The study sample consisted of 91 students and 14 teachers of a specific career in a national public university. For data collection, the survey technique was applied using a questionnaire adapted from Castellano (2020) and Sanchez (2022), which was validated by three experts using the Lawshe method, whose reliability was evaluated through statistical analysis. As results: Four dimensions of PBL were identified: Teaching-Learning Strategy, Implementation, Classroom Practice and Research. Likewise, a majority perception associated with the option “Always” was determined (students 52.9% and teachers 73.2%) in relation to the application of PBL. Finally, by means of Spearman's R coefficient, a “moderate positive” correlation (r=0.557) was obtained between both options. In conclusion, the results of the study support the application of PBL in the local context, highlighting the need for continuous interaction between teachers and students for an effective application of PBL.