ASSESSING THE IMPACT OF PROJECT-BASED LEARNING ON ACADEMIC PERFORMANCE: A QUANTITATIVE STUDY OF UNIVERSITY STUDENTS’ PERCEPTIONS

Abstract

Project-Based Learning is considered an effective teaching strategy that improves pupils' academic engagement and learning outcomes by involving them in practical, real-world tasks. This quantitative study aimed to assess university students’ perceptions regarding the impact of project-based learning on academic achievement. The primary objective was to assess undergraduate students' perceptions on the impact of project-based learning on their academic performance, while the secondary objective was to access the statistical association between project-based learning and academic performance. This research followed a quantitative approach and employing a descriptive survey design. Self-developed questionnaire is utilized to collect data from undergraduate students from the Education and Psychology departments of selected public universities in Islamabad. To analyze the data both descriptive and inferential statistical methods were used. The results showed that learners usually held positive opinions about PBL, reporting improved motivation, better understanding of content, and enhanced learning engagement. However, the statistical analysis revealed that the association between PBL and academic achievement was not significant. Although this, the positive perceptions propose that PBL holds educational value, and future research may explore its long-term impact and application across diverse academic settings.

Keywords: Project based learning; Academic performance; students’ perceptions; Higher Education