Project-based learning for the development of soft skills in three academic schools
Published 2023-02-11
Keywords
- Project-based learning,
- Soft skills,
- Strategy,
- active methodology,
- teaching
How to Cite
Copyright (c) 2023 Guillermo Romani-Pillpe, Dinner rolando Licapa-Redolfo, Keila Soledad Macedo-Inca
This work is licensed under a Creative Commons Attribution 4.0 International License.
Métricas alternativas
Abstract
The present work investigates if project-based learning allows the development of soft skills in three academic schools of a university in Ica. To discover it, we worked with 71 students. These were divided into three groups: Primary Education School (32); School of Initial Education (22); School of Language and Literature (17). The first group did not receive any intervention program on project-based learning. The second experimental group received training in PBL; and the third experimental group received PBL training that allowed them to relate to soft skills. Three groups were given a Likert-type questionnaire. At the beginning —pretest—, and at the end —postest—. The results obtained by Kruskall Wallis, indicated that both experimental groups distinguished changes in relation to the control group. In conclusion, it is up to teachers to promote constant practice through active methodologies (ABP) for a better development of soft skills.
Downloads
References
- Acevedo, E., & Lazar, A. J. (2021). Active Learning and Interpersonal Skills Development among First-Generation College Students. International Studies Perspectives. https://doi.org/10.1093/ISP/EKAB010
- Arwatchananukul, S., Singpant, P., Chondamrongkul, N., & Aunsri, N. (2022). Developing 21st Century Skills with Project-Based Learning: An Experience Report in the Introductory Course of Software Engineering. 7th International Conference on Digital Arts, Media and Technology, DAMT 2022 and 5th ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, NCON 2022, 451–455. https://doi.org/10.1109/ECTIDAMTNCON53731.2022.9720408
- Cenich, G., & Santos, G. (2005). Propuesta de aprendizaje basado en proyecto y trabajo colaborativo: experiencia de un curso en línea. Revista Electrónica de Investigación Educativa, 7(2), 1–18. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412005000200004&lng=es&nrm=iso&tlng=es
- Cioc, C., Haughton, N., Cioc, S., & Napp, J. (2022). A Model for incorporating information literacy and collaboration in a project-based learning pedagogical exercise with application to a fluid mechanics course. International Journal of Mechanical Engineering Education. https://doi.org/10.1177/03064190221081450
- Cutri, R., Roberto Marim, L., & Roberto Cardoso, J. (2022). Using project-based learning to teach electromagnetic and wave concepts. International Journal of Electrical Engineering and Education, 59(1), 20–32. https://doi.org/10.1177/0020720919828990
- Escolà-Gascón, Á., & Gallifa, J. (2022). How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire. Studies in Educational Evaluation, 74. https://doi.org/10.1016/J.STUEDUC.2022.101155
- Gallego, A. C., Anes, J. A. D., Duarte-Atoche, T., Borreguero, J. J. H., & Gavira, R. L. (2015). Diseño y validación de un cuestionario que mide la percepción de efectividad del uso de metodologías de participación activa (CEMPA). El caso del Aprendizaje Basado en Proyectos (ABPrj) en la docencia de la contabilidad. Innovar, 25(58), 125–141. https://doi.org/10.15446/INNOVAR.V25N58.52439
- Hidayati, W. S., Iffah, J. D. N., & Rafi, M. F. (2022). Describing soft skills attributes of senior high school teacher in mathematics learning. 020024. https://doi.org/10.1063/5.0099564
- Hussein, B. (2021). Addressing collaboration challenges in project-based learning: The student’s perspective. Education Sciences, 11(8). https://doi.org/10.3390/EDUCSCI11080434
- Khandakar, A., Chowdhury, M. E. H., Khalid, M. S., & Zorba, N. (2022). Case Study of Multi-Course Project-Based Learning and Online Assessment in Electrical Engineering Courses during COVID-19 Pandemic. Sustainability (Switzerland), 14(9). https://doi.org/10.3390/SU14095056
- McKight, P. E., & Najab, J. (2010). Kruskal-Wallis Test. The Corsini Encyclopedia of Psychology, 1–1. https://doi.org/10.1002/9780470479216.CORPSY0491
- Ramírez Díaz, M. H., & Santana Fajardo, J. L. (2014). El aprendizaje basado en proyectos y el aprendizaje de conceptos de calor y temperatura mediante aplicaciones en cerámica. Innovación Educativa (México, DF), 14(66), 65–89. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732014000300005&lng=es&nrm=iso&tlng=es
- Schuurman, M. J., & Rans, C. (2022). Hands-on Project Based Learning during lockdown – Lessons learned and what does the future hold? AIAA Science and Technology Forum and Exposition, AIAA SciTech Forum 2022. https://doi.org/10.2514/6.2022-1351
- Stupina, M. (2022). Organization of Joint Work on IT Projects in the Context of Distance Learning. 281–285. https://doi.org/10.1109/TELE55498.2022.9801037
- Vergara-Castañeda, A., Chávez-Miyauchi, T. E., Benítez-Rico, A., & Ogando-Justo, A. B. (2021). Implementing Project-Based Learning as an Effective Alternative Approach for Chemistry Practical Courses Online. Journal of Chemical Education, 98(11), 3502–3508. https://doi.org/10.1021/ACS.JCHEMED.1C00379