Investigating Students’ Perceptions of Project-Based Learning in Higher Education

Abstract

This study explores the multifaceted realm of project-based learning (PBL) in the context of 1st semester Masters English courses, focusing on understanding the perceived benefits by students. Grounded in constructivist theory, PBL engages learners in the active construction of knowledge through real-world application, emphasizing collaborative problem-solving and interdisciplinary exploration. The study explains the core of PBL as an instructional method supporting student-centered learning, collaboration, critical thinking, and adaptability through a comprehensive literature survey spreading numerous academic ideas. Utilizing a qualitative approach, this research seeks to explore the perceptions of students enrolled in 1st semester Masters English courses regarding the advantages derived from PBL implementation. The central research question focuses on unraveling the specific benefits experienced by students engaged in PBL within the context of their English courses. The findings of this study aim to provide insight into the perceived benefits of PBL in enhancing students' learning experiences, such as increased motivation, improved critical thinking skills, interdisciplinary learning, and the growth of collaborative and problem-solving abilities. In conclusion, the interview data analysis reveals that Project-Based Learning (PBL) has an immensely beneficial influence on college students' motivation, real-world relevance, collaborative skills, problem-solving abilities, and overall learning experiences.