Project-based learning in the classroom: a case study at High school level

Abstract

This research presents the results of a case study that analyses the Solidarity Atocha project, which was implemented at a school in Madrid, Spain, and in which 114 first-year High school students participated. The main objective of this study is to analyse the experience of students that participated in the Solidarity Atocha project and to understand how they evaluated it and how satisfied they were with it. The method applied in this case study is a mixed one that used both qualitative and quantitative techniques. A semantic differential and a semi-structured interview were used to collect data. In general, the results obtained reveal a very positive evaluation from the students, mainly in terms of teamwork and the use of digital tools. However, they encountered some difficulties with regard to the time spent on the project and to guidance provided as they worked on it. Inferential analyses show significant differences between the team groups.

Students’ Perceptions of Project-Based Learning in K-12 Education: A Synthesis of Qualitative Evidence

“…However, students perceive PBL to be time-consuming because of the increased workload and demands entailed by their efforts (Gómez-Pablos et al, 2020;Imaduddin et al, 2021). They mentioned the additional time they required to collaborate with classmates and complete projects, as well as the need to balance PBL tasks with exam preparation (Gómez-Pablos et al, 2020;Othman et al, 2022). Although PBL offers valuable learning experiences, it is essential to address student concerns regarding time management (Imaduddin et al, 2021).…”

“…Gómez-Pablos et al (2020) revealed that many students felt lost and overwhelmed, particularly when confronted with new and unfamiliar projects. They expressed a need for guidance, highlighting the importance of providing scaffolding and mentorship in the PBL context.…”