Impact of Project-Based Learning on Networking and Communications Competences

Abstract

The objective of this article is to establish the impact of project-based learning on networking and communication competences I in engineering students from Lima city. The study was of an applied type, quasi-experimental design, and was made up of a population conformed by 39 students of the VI cycle of engineering, an objective test was applied to measure the impact of project-based learning on network and communication competences I. The research results determined the statistically significant relationship of projectbased learning and networking and communications competences I in engineering studentswith pretest values of Z = -, 498 greater than -1.96 (critical point) and level of significance pvalue = 0.618 greater than α = 0 ,05 (p>α) and then with values in the posttest of Z = -4,488 less than -1.96 (critical point) and level of significance p-value = 0.000 less than α = 0.05 (p <α), therefore the project-based learning positively and significantly impacts on network and communication competences I, in engineering students, supporting the alternative hypothesis and rejecting the null hypothesis. Consequently, we reached the conclusion that the application of the project-based learning methodology has demonstrated that caused a positive and significant impact on network and communications competences I in engineering students.

A study of the impact of project-based learning on student learning effects: a meta-analysis study

“… * To avoid the inclusion of literature that did not provide group size numbers from influencing the study results, only literature that did provide data was included in the analysis here. Other literature included in the meta-analysis ( Beier et al, 2019 ; Castro-Vargas et al, 2020 ; Chung, 2021 ; Ergül and Kargın, 2014 ; Hugerat, 2016 ; Hung et al, 2012 ; Lazić et al, 2021 ; Lin and Lu, 2018 ; Mark, 2022 ; Ozdamli and Turan, 2017 ; Ruiz-Rosa et al (2013 ; Wang et al, 2016 ; Wurdinger and Qureshi, 2015 ; Zulaeha et al, 2020 .). …”

“…Other literature included in the meta-analysis ( Beier et al, 2019 ; Castro-Vargas et al, 2020 ; Chung, 2021 ; Ergül and Kargın, 2014 ; Hugerat, 2016 ; Hung et al, 2012 ; Lazić et al, 2021 ; Lin and Lu, 2018 ; Mark, 2022 ; Ozdamli and Turan, 2017 ; Ruiz-Rosa et al (2013 ; Wang et al, 2016 ; Wurdinger and Qureshi, 2015 ; Zulaeha et al, 2020 .).…”

“…The moderating effect of the experimental period showed that the longer the experiment, the better the effect of about half a semester, and the project-based learning did not have a lasting and stable effect on students' learning outcomes. Currently Other literature included in the meta-analysis (Beier et al, 2019;Castro-Vargas et al, 2020;Chung, 2021;Ergül and Kargın, 2014;Hugerat, 2016;Hung et al, 2012;Lazić et al, 2021;Lin and Lu, 2018;Mark, 2022;Ozdamli and Turan, 2017;Ruiz-Rosa et al (2013;Wang et al, 2016;Wurdinger and Qureshi, 2015;Zulaeha et al, 2020.). project-based learning is carried out more often at the primary and secondary school levels, and the teaching effect is more significant, but the application effect in universities is relatively low (SMD = 0.116), and the results of the study also indicate that the application promotion effect is most obvious in engineering and technology disciplines, so in the follow-up study, the application of project-based learning at the higher education level should be actively explored.…”

Impact of Mobile Applications for a Lima University in Pandemic

“…Another study mentions the e-learning [27] strategy of many institutions regarding the use of the Zoom and Google Meet application in education. Showing as a result as shown in Fig.…”

Impact on students’ problem-solving skills by making a magnetic safe box

“…There is a high level of student satisfaction and improvement in processes such as communication and leadership [21,22]. This pedagogical strategy uses a constructivist approach, emphasizing research and skills development, to allow students to construct knowledge from real-life problems [18] and promote the development of soft skills to solve problems in context [23,24] or create products.…”