The Effect of Project-Based Learning (PBL) on Improving Student Learning Outcomes in Transportation Engineering

Hamoush, Sameer; Fini, Ellie H.; Parast, Mahour Mellat; Sarin, Sanjiv

doi:10.18260/1-2--18390

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Therefore, all of data obtained from this study have met the assumptions of normality and homogeneity requirement. Hamoush, Fini, Parast, andSarin (2011) andZouganeli, Tyssø, Feng, Arnesen, andKapetanovic (2014) argue that the implementation of PjBL has a positive impact on student's learning outcomes. Furthermore, Berns, Luis, Montes, Duarte, and Dodero (2016) and Kiviniemi (2014) suggest that hybrid learning is able to facilitate students to maximally obtain meaningful learning for better outcomes.…”

Section: Resultsmentioning

confidence: 99%

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Rahardjanto¹,

Husamah²,

Fauzi³

2019

INT J INSTRUCTION

111

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Hybrid-PjBL is an innovative learning model relevant to the demands of the twenty-first century scheme. The study on Hybrid-PjBL is still rarely conducted by Indonesian researchers and the studies are still limited to the effect of this model on student's thinking skills and metacognitive awareness. Thus, this study aims to examine the effect of Hybrid-PjBL implementation on learning outcomes, creative thinking skills, and student's learning motivation. This study used quasiexperiment, through Nonrandomized Control Group Pretest-Posttest Design. The population was all the sixth-semester students in the Biology Education Department, University of Muhammadiyah Malang. The study sample involved two classes randomly selected from a total of three classes at this institution, comprising students who took Environmental Knowledge course; each class consisted of fifty students. Learning outcomes test sheets, creative thinking skill notes, and motivation questionnaires were instruments used to collect the data. The data obtained were then analyzed using one-way analysis of covariance with the significance level of 5%. The results showed that the application of Hybrid-PjBL had a significant influence on the achievement of learning outcomes and creative thinking skills. The results of this study indicate that Hybrid-PjBL is an alternative learning, suitable to the demands of the twenty-first century.

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Section: Resultsmentioning

confidence: 99%

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Rahardjanto¹,

Husamah²,

Fauzi³

2019

INT J INSTRUCTION

111

View full text Add to dashboard Cite

show abstract

“…The impacts of a change from traditional lecture to project-based learning in a required junior introductory transportation engineering course were assessed by Hamoush et al They used student questionnaires to capture changes along five learning dimensions from one term to the next (25). A highway and pavement design project was used throughout the term (in the project-based approach) to teach the related concepts.…”

Section: Experience-based Learning and Pblmentioning

confidence: 99%

Transportation Engineering Instructional Practices

Hurwitz

Bernhardt

Turochy

et al. 2015

Transportation Research Record: Journal of the Transportation R

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Instructional practices in transportation engineering education are evolving, and only some of these changes have been documented in the literature. This paper provides a systematic review of journal articles and refereed conference papers that address innovations in transportation engineering education; the focus is on novel instructional practices and their influence on student learning. The literature review finds 46 articles for analysis, with an increasing frequency of those publications over time. Instructional practices described in these papers include simulation, visualization, problem-based learning, and other active-learning techniques. Most of these articles were written by individual researchers or a team of researchers at a single institution, and few of the articles cite one another; this finding suggests a need for more effective dissemination. Techniques for measuring student learning include in-person interviews, a variety of survey types (typically multiple choice or open-ended), concept maps, and direct assessment of student work. These techniques are implemented mostly as postassessments, but in some work, a pre- and postcourse experimental design is employed. It is clear that more rigorous evaluation of student learning, resulting from changes in teaching practices, should be considered. This analytical review of the literature provides a resource for transportation engineering educators to identify pedagogical practices that are relevant to their courses and suggestions for how to measure the effect of these techniques on student learning.

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“…Besterfield-Sacre et al [21] build on [22] to recommend professional development for faculty to learn about innovative teaching methods, with a corresponding rewards system and new structures, positions, and policies to support innovation. Finelli, et al [23] provide additional recommendations for the implementation of educational innovation by faculty and administrators. The report in [24,25] emphasizes the importance of realworld experience in education, reporting on 29 programs that have successfully infused real-world experience into the curriculum.…”

Section: Resultsmentioning

confidence: 99%

Cultivate the Problem Exploration Skills for Biomedical Innovation

Tan,

Halder,

LeFebvre

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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TTU). He received his Ph.D. in Industrial Engineering from North Carolina State University in 2015. His research focuses on advanced manufacturing processes for biomedicine, including electrospinning of nanofibers, hybrid bioprinting of hydrogel-based composites, and directwrite photolithography of microfluidic devices. Dr. Tan has made multiple original contributions in developing hybrid 3D bioprinting process, antimicrobial implantable devices, lab-on-a-chip, and foulingresistant water filtration systems. He is also leading a cross-institutional education project at TTU focusing on transformative pedagogical strategies for biomedical innovation to catalyze the interdisciplinary collaboration between engineering students and medical students. To date, Dr. Tan has published over 50 refereed research papers and 2 book chapters. He has secured over $1.2 million in federal grants including the NSF CAREER Award. He is the faculty advisor of the IISE student chapter at TTU.

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The Effect of Project-Based Learning (PBL) on Improving Student Learning Outcomes in Transportation Engineering

Cited by 4 publications

References 26 publications

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

Transportation Engineering Instructional Practices

Cultivate the Problem Exploration Skills for Biomedical Innovation

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