Undergraduate students’ perceptions of Project-Based Learning (PBL) effectiveness: A case report in the Colombian Caribbean

Abstract

Differentiated geographical and institutional contexts imply the need to examine the effectiveness of non—conventional approach learning methods in contrast to generalist assumptions. One way is to examine the perceptions of undergraduates of a teaching method applied to specific individuals, geographical contexts, and their relationship to achieving the objectives of the course. This study analysed students’ perceptions of the effectiveness of the Project-Based Learning (PBL) method within the Colombian Caribbean. The study used both Chi-square, Wilcoxon rank sum and independent variable correlation tests in a survey of 340 students in the Economic Development undergraduate course in a total of four cohorts over two years. The students compared the PBL to a traditional teaching method to fulfill the course’s objectives, identifying cross—curricular skills that were considered better and worse during the learning process. It was found that only competencies of Autonomy and Critical Thinking had significant positive perceptions when using the PBL revealing that perceptions of students form a complementary tool that contributes to the analysis of the usefulness of teaching methods in different geographical contexts.