This study investigates the impact of project-based learning (PjBL) on students’ capacities for critical thinking, communication, creativity, and collaboration (i.e., the 4Cs). This study adopted a two-group experimental design comprising an experimental group, which received PjBL pedagogy, and a control group, which received traditional pedagogy. Of the 113 tenth graders from an agricultural and industrial vocational high school in central Taiwan, 55 students were assigned to the experimental group, and 58 were assigned to the control group. The data were collected over one-semester using scales to measure critical thinking, communication, creativity, and collaboration. The data were then analyzed using descriptive statistics of distribution frequencies, percentages, mean values, standard deviations, and inferential statistics using ANCOVA. The results revealed that the experimental group acquired significantly higher scores on the 4C scales than the control group, indicating that PjBL pedagogy is more effective than traditional pedagogy at improving students’ 4C abilities. The experimental group students’ post-test scores of 4C capacities were significantly higher than their pre-test scores, showing a significant enhancement in the experimental group students’ 4C capacities after receiving PjBL pedagogy. The study confirmed that PjBL pedagogy had a highly positive effect on students’ 4C capacities.

Authors:
Su-ching Lin, National Changhua University of Education, Taiwan
Liang-Yu Lin, National Changhua University of Education, Taiwan

About the Presenter(s)
Dr Su-ching Lin is a University Professor/Principal Lecturer at National Changhua University of Education in Taiwan

See this presentation on the full schedule – Friday Schedule

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