Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy

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Masha Krsmanovic


This research examined the effects of a first-year elective course redesign on promoting students’ self-efficacy. By implementing a project-based approach in the course curriculum, the study investigated if, and to what extent, did such redesign improve student belief in their ability to master course-related outcomes. Two­-tailed independent samples t-test at an alpha level of .01 were conducted to answer the research question and compare self-efficacy of students who completed the course under the traditional curriculum (n = 821) and students who completed the course under the new curriculum (n = 881). The results revealed statistically significant differences in students’ responses for all learning outcomes before and after the curriculum redesign.


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Krsmanovic, M. (2021). Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy. Journal of the Scholarship of Teaching and Learning, 21(2).


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