Project-Based Learning and Its Influence on Academic and Motivational Variables in Technical Education Students: A Quasi-Experimental Study in Peru
DOI:
https://doi.org/10.18050/psiquemag.v15i1.4313Keywords:
project-based learning, academic performance, motivation, technical educationAbstract
Project-Based Learning (PBL) has been widely recognized as an active methodology that enhances meaningful learning and student engagement. However, empirical evidence on its impact in technical education contexts in Latin America remains limited. This study aimed to examine the effect of PBL on academic performance and academic motivation among technical education students in Peru. A quasi-experimental design with a non-equivalent control group and pretest–posttest measures was employed. The sample consisted of 20 students divided into an experimental group (n = 10) and a control group (n = 10). Academic records and an adapted version of the Intrinsic Motivation Inventory (IMI) were used. Analyses included paired and independent t-tests, Pearson correlation, and effect size estimation. Results showed significant improvements in academic performance (t = 2.63, p < .05, d = 0.58) and motivation (t = 2.87, p < .01, d = 0.65) in the experimental group. A moderate positive correlation between motivation and performance was also found (r = .52, p < .01). Findings suggest that PBL is associated with improvements in technical education.
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