The Effectiveness of Project-Based Learning in Enhancing Students’ Collaborative and Problem-Solving Skills: A Quasi-Experimental Study
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Abstract
Collaboration and problem-solving are essential twenty-first-century competencies because students need to communicate, work effectively with others, analyze complex situations, and develop appropriate solutions. However, conventional teacher-centered learning may provide limited opportunities for students to actively practice these competencies in authentic contexts. Project-Based Learning (PjBL) offers an alternative approach by engaging students in meaningful projects that require investigation, teamwork, decision-making, product development, and reflection. This study aims to examine the effectiveness of PjBL in improving students' collaborative and problem-solving skills. A quantitative quasi-experimental method with a pretest-posttest control group design was employed. The participants consisted of 60 students, with 30 students assigned to the experimental group and 30 students to the control group. The experimental group received PjBL, while the control group received conventional learning. Data were collected using collaborative skills and problem-solving instruments and analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, N-gain, and Cohen's d. The results showed that collaborative skills in the experimental group increased from a mean of 64.27 to 83.60, representing a 30.10% improvement with an N-gain of 0.54. Problem-solving skills increased from 62.93 to 84.13, representing a 33.70% improvement with an N-gain of 0.57. The findings indicate that PjBL produced greater improvements than conventional learning. Therefore, PjBL can be considered an effective instructional approach for strengthening students' collaborative and problem-solving skills through authentic, structured, and collaborative project activities.
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