Torres, A S; Sriraman, V and Ortiz, A M (2019) Implementing project based learning pedagogy in concrete industry project management. International Journal of Construction Education and Research, 15(1), pp. 62-79. ISSN 1557-8771
Abstract
The objective of this study was to carry out a mixed methods construction education study seeking to improve student learning. This study uses project-based learning (PrBL) and milestone deliverable pedagogy to teach a concrete industry project management course and compares the outcome to a control (non-PrBL) version of the same course. The intervention course was designed as a full semester learning experience for students. The students worked as project managers from start to finish constantly contributing to the completion of their team project. In the control scenario, delivered in Fall 2013, students were required to carry-out a traditional project due at the end of the semester. This study examines the impact of having the course project become the main learning mechanism and considers and measures the ways in which PrBL affects student performance. Pre and post questionnaires regarding self-perceptions of learning and skill development were administered and project and course grades were used to assess the impact of PrBL on the students’ performance. The questionnaires revealed a minimum increase of students’ perception of their understanding of 48%. The course grade comparison showed an average of 13% point increase in all student grades when the PrBL pedagogy was implemented.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction education; curriculum and development; project based learning |
| Index terms: | project management, learning experience, project-based learning, pedagogy, concrete industry, mixed method, project manager, student performance, questionnaire, construction education, skills development |
| Subjects: | professional education, learning methods, profession, data collection methods, student development, industry analysis, personnel development, project management theory and practice, teaching methods |
| Topics: | Research Practice, Roles and Professions, Human Resources, Project Management, Education |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here