Resumen de Performance differences between first-time students undergoing hybrid and pure project-based learning
This study compares and evaluates the learning ability and performance differences between two classes of students undergoingProject-based-learning (PBL). One class (n = 30) was subjected to a pure PBL curriculum while the other (n = 30) was facilitatedvia a hybrid PBL-lecture curriculum. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Confirmatory factor analysis (CFA)was conducted and Cronbach’s alpha parameters were computed to investigate the validity and reliability of the research toolsemployed. Based on the project continuous assessments, key findings have indicated that students undergoing the hybrid PBLcurriculum realized deeper fundamental formative knowledge, enhanced their problem-solving abilities, and produced betterperforming artifacts with regards to the set of design skills between these two classes. This study further highlighted that first-timePBL students performed better under a hybrid PBL-lecture mode as they may lack the problem-solving and interpersonal skillsneeded to participate in full-fledge PBL sessions. The present study provides new insights into the intrinsic link between students’learning experiences, learning strategies, and their abilities to perform in projects under a PBL environment.
