Effectiveness of Project Based Learning in Bachelor of Science in Computer Engineering and Bachelor of Science in Information Technology
DOI:
https://doi.org/10.5281/zenodo.20851823Keywords:
Project-Based Learning, Computer Engineering Education, Information Technology Education, Quasi-Experimental Design, Student Performance, Philippine Higher EducationAbstract
Project-Based Learning (PBL) has emerged as a transformative pedagogical approach in computing education, addressing the growing demand for graduates who possess not only technical proficiency but also collaborative, innovative, and autonomous problem-solving capabilities. Despite its widespread adoption in international educational contexts, there remains limited empirical evidence on the effectiveness of PBL within the Philippine higher education setting, particularly in Bachelor of Science in Computer Engineering (BSCPE) and Bachelor of Science in Information Technology (BSIT) programs. This study evaluated the effectiveness of PBL in enhancing the academic performance and skill development of students enrolled in these programs at Colegio de Montalban. A quasi-experimental research design was employed, comparing experimental groups exposed to PBL with control groups receiving traditional lecture-based instruction across three courses: Microprocessor, Computer Programming 2, and Stand-Alone Embedded System. A total of 324 students participated, with pre-test and post-test scores analyzed using descriptive statistics, independent samples t-tests, and paired samples t-tests. Results demonstrated that PBL significantly outperformed traditional instruction in two of the three courses. The BSCPE Microprocessor course exhibited highly significant improvement (t = 46.80, p < 0.001), while the BSIT Computer Programming 2 course showed significant gains (t = 2.66, p = 0.010). The Stand-Alone Embedded System course showed slight but non-significant improvement. These findings affirm that PBL fosters deeper understanding, practical application, and enhanced student engagement, better preparing graduates for industry demands by developing both technical and non-technical competencies. The study recommends broader PBL integration in computing curricula, faculty development programs, infrastructure support, improved assessment frameworks, and longitudinal research to track long-term impacts on graduate employability and professional readiness.
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