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Evaluating the Impact of Project-Based Teaching on Meaningful Learning in Higher Education Students

Year: 2025

Type: article

Abstract: Project-Based Teaching (PBT) has established itself as an innovative pedagogical strategy that promotes the active participation of students in the construction of their knowledge. This study aims to evaluate the impact of EBP on meaningful learning in higher education students, through quasi-experimental quantitative research. Measurement instruments were applied before and after the implementation of the EBP to a sample of 82 university students in engineering and social sciences. The results show a significant improvement in concept retention, problem-solving skills and academic motivation. It is concluded that EBP is an effective methodology to promote deep and contextualized learning, particularly in professional training contexts.

Source: Journal of Posthumanism

DOI: 10.63332/joph.v5i6.2546

Authors: Juri Evelyn Nunez Portilla, Jonathan Karlo Martínez Ojeda, Lalangui Sarango Ricardo Geovanni, Jorge Armendariz Vega, Gilberto Rodriguez Montufar

Institutions: Universidad Estatal de Milagro, Universidad Santiago de Cali, Autonomous University of Chihuahua, Tecnológico Nacional de México

Language: English

Topic: Problem and Project Based Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W4411427203

FWCI:

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