Impact of competition-based learning on student engagement and performance

This paper explores the researcher's professional journey in implementing competition-based learning (CBL) in higher education programmes and its impact on student engagement and performance. Initially hesitant due to negative perspectives on competition's effects on student mental health and learning, the researcher observed naturally occurring competition among students in their own classroom leading to increased engagement and learning outcomes. As a result, the researcher gradually introduced competitive elements into their own lessons which yielded positive results in student engagement and independent learning. The study employed a mixed-methods design involving 28 participants from five education institutions over two years. Quantitative assessments measured student performance before and after competition, while qualitative data was gathered through interviews with students and educators. The study found that while CBL fostered a sense of ownership over learning and collaborative efforts, it also highlighted inequities in how different institutions implemented the delivery. The findings suggest that CBL, when thoughtfully designed and implemented, can significantly improve learning outcomes in technical disciplines, but further research is needed to standardize its use across educational contexts and minimize negative effects like anxiety.