Does Project-Based Learning work in different local contexts? A Colombian Caribbean case study

ABSTRACT

Studies on the effectiveness of the Project-Based Learning (PBL) method in different local contexts require non-conventional approaches that clarify if the methodology is suitable in other settings compared to the conventional teaching practice. This study examined students’ perception of the effectiveness of the PBL method in developing cross-curricular competencies and improving the academic performance of undergraduate students in the Colombian Caribbean coast. A sum of Wilcoxon ranges and Spearman’s correlation coefficient were used on two groups of 481 students who were taught using the traditional method and the PBL method from six professors of the Economic Development course. It was observed that the autonomy and problem-solving competencies received a positive impression from the students and that the application of the PBL method was superior to the traditional teaching method in improving academic performance. However, it was found that the characteristics of social communication within the local context limited the reflection of the participants in the PBL group. This study contributes to future studies by using a complementary instrument that provides an analysis of the effectiveness of teaching methods in different geographical contexts.

KEYWORDS:

• Academic competencies
• undergraduate studies
• Project-Based Learning
• students’ assessment
• Colombian Caribbean coast

Acknowledgments

This research was funded by the Centre for Teaching Excellence [CEDU]. We thank our participants for their generous contribution to this work.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

Supplemental data for this article can be accessed here.

Additional information

Funding

This work was supported by the Centre for Teaching Excellence (CEDU) [2017-1-3A].