Project Based Learning: Are There Any Academic Benefits for the Teacher or Students?

Abstract

In this paper, I raise an issue often neglected in Project Based Learning (PBL) literature. What academic benefits, if any, does the teacher or the student gain by adopting PBL pedagogy in college? I argue that PBL by its structure yields little academic benefit for the teacher or the students, and this could affect motivation as well. I present some examples from my personal teaching experience in mathematics. And thus, as I explain, a more ``traditional{''} project-based approach could be better for both teacher and students.