Transforming Education through Project-Based Learning in the Classroom

Farzana Sultana Doly
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Farzana Sultana Doly: Assistant Teacher, Department of English, Akij Foundation School and College, Manikganj, Bangladesh.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 1234-1244

Abstract: Project-Based Learning (PBL) has appeared as a potent educational strategy for transitions the emphasis from conventional, instructor-centered methodologies to an interactive, learner-centered framework. This investigation examines the transformative repercussions of PBL within educational environments, underscoring its capacity to augment student involvement, motivation, and academic performance while fostering essential competencies requisite for the 21st century, including collaboration, critical analysis, and problem resolution. Grounded in constructivist paradigms, PBL prompts learners to actively participate in authentic projects, thereby rendering the learning experience more pertinent and significant. The research utilized a mixed-methods design, amalgamating quantitative surveys and assessments with qualitative interviews and observational studies within the 200 learners, 50 educators, and 10 administrators. The results indicated that learners engaged in PBL settings exhibited markedly elevated levels of engagement and motivation in contrast to their counterparts in conventional educational environments. Furthermore, PBL participants excelled in standardized evaluations, particularly in the domains of science and mathematics, and demonstrated considerable advancement in essential soft skills vital for achieving success in contemporary professional landscapes. Notwithstanding its advantages, the study also recognized obstacles related to the implementation of PBL, including the augmented demands placed on educators’ time and resources, as well as the necessity for strategies aimed at ensuring equitable participation among students. The research concludes that, although PBL necessitates meticulous planning and support, it presents a formidable framework for educational transformation, equipping learners not only for academic excellence but also for navigating the complexities inherent in the 21st-century milieu. This investigation furnishes significant insights for educators and policy makers aspiring to adopt or refine PBL methodologies within their educational institutions.

Date: 2024
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