Course Redesign: Implementing Project-Based Learning to Improve Students’ Self-Efficacy
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Published:
Jun 29, 2021
Keywords:
course redesign, project-based learning, self-efficacy, learning outcomes
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Abstract
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). https://doi.org/10.14434/josotl.v21i2.28723
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References
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Çelik, H. C., Ertaş, H., & İlhan, A. (2018). The impact of project-based learning on achievement and student views: The case of AutoCAD programming course. Journal of Education and Learning, 7(6), 67–80. doi:10.5539/jel.v7n6p67
Chemers, M., Hu, L., & Garcia, B. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. doi: 10.1037/00220663.93.1.55
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Hearne, J. L. & Henkin, A. B. (2011). Enabling initiative and enterprise: Faculty-led course redesign in a STEM discipline. Educational Research Quarterly, 35(1), 34–64. Retrieved from https://eric.ed.gov/?id=EJ964928
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Kuksov, D., & Villas-Boas, J. M. (2010). When more alternatives lead to less choices. Marketing Science, 29(3), 507–524. doi: 10.1287/mksc.1090.0535
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Steenhuis, H. J. & Rowland, L. (2018). Project-based learning: How to approach, report, present, and learn from course-long projects. New York, NY: Business Expert Press
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Bakar, N. I. A., Noordin, N., & Razali, A. B. (2019). Improving oral competence in English using project-based learning activities. English Language Teaching, 12(4), 73–84. doi: 10.5539/elt.v12n4p73
Bandura, A. (1997). Self-efficacy and health behavior. In A. Baum, S. Newman, J. Wienman, R. West, & C. McManus (Eds.), Cambridge handbook of psychology, health and medicine (pp. 160-162). Cambridge: Cambridge University Press
Barefoot, B. O., & Gardner, J., N. (1993). The freshman orientation seminar: Extending the benefits of traditional orientation. In M. L. Upcraft, R. H. Mullendore, B. O. Barefoot, & D. S. Fidler, (Eds.), Designing successful transitions: A guide to orienting students to college (pp. 141–154). Columbia, SC: University of South Carolina.
Çelik, H. C., Ertaş, H., & İlhan, A. (2018). The impact of project-based learning on achievement and student views: The case of AutoCAD programming course. Journal of Education and Learning, 7(6), 67–80. doi:10.5539/jel.v7n6p67
Chemers, M., Hu, L., & Garcia, B. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. doi: 10.1037/00220663.93.1.55
Cheng, P. Y., & Chiou, W. B. (2010). Achievement, attributions, self-efficacy, and goal setting by accounting undergraduates. Psychological Reports, 106(1), 54–64. doi:10.2466/PR0.106.1.54-64
Coruhly, T. S. & Nas, S. E. (2018). The impact of project-based learning environments on conceptual understanding: The “recycling” concept. Asia-Pacific Forum on Science Learning and Teaching, 19(1), Retrieved from https://www.eduhk.hk/apfslt/download/v19_issue1_files/coruhlu.pdf
Das, A. K., Nguyen, Q. Y., Nguyen, A. T., Nomikoudis, M., & Van, D. H. (2019). Course redesign to incorporate flipped delivery: A business degree case in Vietnam. Issues in Educational Research, 29(2), 363–383. Retrieved from http://www.iier.org.au/iier29/das.pdf
De Graaff, E. D. & Kolmos, A. (2003). Characteristics of problem-based learning. The International Journal of Engineering Education, 19(5), 657–662. Retrieved from https://www.ijee.ie/articles/Vol19-5/IJEE1450.pdf
Dede, C. (2005). Planning for neo-millennial learning styles. EDUCAUSE Quarterly, 1(28), 7–12. Retrieved from: educause.edu/ir/library/pdf/pub7101o.pdf
Diehl, W., Grobe, T., Lopez, H., & Cabral, C. (1999). Project-based learning: A strategy for teaching and learning. Boston, MA: Center for Youth Development and Education, Corporation for Business, Work, and Learning.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Mitchell J. Nathan,M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest. 14.1 4–58. doi:10.1177/1529100612453266
Enghauser, R. G. (2012). Tracing lines of meaning: A course redesign for dance pedagogy. Journal of Dance Education, 12(2), 54-61. Retrieved from https://eric.ed.gov/?id=EJ997215
Everett, M. C. (2013). Reflective journal writing and the first-year experience. International Journal of Teaching and Learning in Higher Education, 25(2), 213–222. Retrieved from https://eric.ed.gov/?id=EJ1016545
Fini, E. H., Awadallah, F., Parast, M. M., & Abu-Lebdeh, T. (2018). The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses. European Journal of Engineering Education, 43(3), 473-488, doi:10.1080/03043797.2017.1393045
Fink. D. L. (2013). Creating significant learning experiences. San Francisco, CA: Jossey-Bass
Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. Y. (2017). Psychosocial factors and community college student success: A meta-analytic investigation. Review of Educational Research 87(2), 388–424. doi:10.3102/0034654316653479
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction (8th ed). Boston, MA: Allyn & Bacon
Greenbank, P. (2010). Improving the process of career decision-making: An action research approach. Education & Training, 53(4), 252–266. doi:10.1108/00400911111138433
Gonyea, R. M. (2005). Self‐reported data in institutional research: Review and recommendations. New Directions for Institutional Research, 127, 73-89. DOI: 10.1002/ir.156
Hearne, J. L. & Henkin, A. B. (2011). Enabling initiative and enterprise: Faculty-led course redesign in a STEM discipline. Educational Research Quarterly, 35(1), 34–64. Retrieved from https://eric.ed.gov/?id=EJ964928
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235–266. doi:10.1023/b:edpr.0000034022.16470.f3
Huysken, K., Olivey, H., McElmurry, K., Gao, M., & Avis, P. (2019). Assessing collaborative, project-based learning models in introductory science courses. Journal of the Scholarship of Teaching and Learning, 19(1), 6-28. doi: 10.14434/josotl.v19i1.26777
Komarajju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72, doi:10.1016/j.lindif.2013.01.005
Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences, 7, 313-350. Retrieved from: https://www.jstor.org/stable/1466790?seq=1#page_scan_tab_contents
Kuksov, D., & Villas-Boas, J. M. (2010). When more alternatives lead to less choices. Marketing Science, 29(3), 507–524. doi: 10.1287/mksc.1090.0535
Lei, S. A. (2015). Variation in study patterns among college students: A review of literature. College Student Journal, 49(2), 195-198. Retrieved from: eric.ed.gov/?id=EJ1095702
Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year Odyssey. American Psychologist, 57(9), 705–717. DOI: 10.1037//0003-066X.57.9.705
Lynch, D. J. (2006). Motivational strategies, learning strategies, and resource management as predictors of course grades. College Student Journal, 40(2), 423–428. Retrieved from: https://eric.ed.gov/?id=EJ765340
Marshall, S. J. (2018). Student time choices and success. Higher Education Research and Development, 37(6), 1216–1230. doi:10.1080/07294360.2018.1462304
Moursund, D. (1999). Project-based learning using information technology. Eugene, OR: International Society for Technology in Education.
National Resource Center. (2019). 2017 National Survey on The First-Year Experience. Retrieved from https://nrcfye.presswarehouse.com/browse/book/9781942072324/2017-National-Survey-on-The-First-Year-Experience
Nomme, K. & Birol, G. (2014). Course redesign: An evidence-based approach. The Canadian Journal for the Scholarship of Teaching and Learning, 5(1). Retrieved from: http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/2
Oblinger, D. (2003). Boomers, gen-xers, millennials: Understanding the new students. EDUCAUSE Review, 38(4), 37–47. Retrieved from: https://www.educause.edu/ir/library/pdf/erm0342.pdf
Olson, J. S. (2017). Helping first-year students get grit: The impact of intentional assignments on the development of grit, tenacity, and perseverance. Journal of The First-Year Experience & Students in Transition, 29(1), 99–118. Retrieved from https://eric.ed.gov/?id=EJ1139399
Pardue, K.T. & Morgan, P. (2008). Millennials considered: A new generation, new approaches, and implications for nursing education. Nursing Education Perspectives, 29(2), 74–79. Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/18459621
Requies, J. M., Agirre, I., Barrio, V. L., & Graells, M. (2018). Evolution of project-based learning in small groups in environmental engineering courses. Journal of Technology and Science Education, 8(1): 45-62. doi:10.3926/jotse.318
Rickes, P.C. (2009). Make way for Millennials! How today’s students are shaping higher education space. Planning for Higher Education, 37(2), 7–17. Retrieved from: https://eric.ed.gov/?id=EJ831268
Riyanti, M. T., Erwin, T. N., & Suriani, S. H. (2017). Implementing project based learning approach to graphic design course. Journal of Education and Practice, 8(15), 173–177. Retrieved from: https://eric.ed.gov/?id=EJ1143828
Rogerson, C. L., & Pock, M. C. (2013). Differences in populating first-year seminars and the impact on retention and college effectiveness. Journal of College Student Retention, 15(2), 157–172. DOI: 10.2190/CS.15.2.b
Rosenthal, D., & Weitz, R. (2012). Large-course redesign via blended learning: A post- implementation assessment across institutions. International Journal on E-Learning, 11(2), 189-207. Retrieved from https://eric.ed.gov/?id=EJ972182
Ryan, M. G. (2013) Improving retention and academic achievement for first-time students at a two-year college. Community College Journal of Research and Practice, 37(2), 131–134, doi:10.1080/10668926.2012.715266
Saliba, R., Mussleman, P., Fernandes, M., & Bendriss, R. (2017). Promoting information literacy of pre-medical students through project-based learning: A pilot study. International Journal of Education and Literacy Studies, 5(4), 1–15. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1160652.pdf
Shaw, S. & Fairhurst, D. (2008). Engaging a new generation of graduates. Education & Training, 50(5), 366–378. Retrieved from: https://eric.ed.gov/?id=EJ801305
Sirisrimangkorn, L. (2018). The use of project-based learning focusing on drama to promote speaking skills of EFL learners. Advances in Language and Literary Studies, 9(6), 14–20. doi.org/10.7575/aiac.alls.v.9n.6p.14
Steenhuis, H. J. & Rowland, L. (2018). Project-based learning: How to approach, report, present, and learn from course-long projects. New York, NY: Business Expert Press
Sternberg, R. J. (2008). Interdisciplinary problem-based learning: An alternative to traditional majors and minors. Liberal Education, 94(1), 12-17. Retrieved from: https://eric.ed.gov/?id=EJ790438
Tempe, D. R., & Durotomy, R. (2013). Improving academic success for undecided students: a first-year seminar/learning community approach. Learning Communities Research and Practice, 1(2). Retrieved from https://eric.ed.gov/?id=EJ1112851
Thomas, J. W. (2000). A review of research on project-based learning. Retrieved from: http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
Travis, T. (2011). From classroom to the boardroom: The impact of information literacy instruction on workplace research skills. Education Libraries, 34(2), 19-31. Retrieved from https://eric.ed.gov/?id=EJ961221
Tuffley, D., & Antonio, A. (2013). First year engagement & retention: A goal-setting approach. Journal of Information Technology Education: Innovations in Practice, 12, 239-251. Retrieved from http://www.jite.org/documents/Vol12/JITEv12IIPp239-251Tuffley0362.pdf
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