Exploring Teachers' Perspectives on Their Role in Facilitating Project-Based Learning: A Comparative Study of Elementary, Middle, and High School
Abstract
Project-Based Learning (PjBL) is a prominent instructional model fostering critical thinking, problem-solving, and collaboration skills among students through real-world projects. However, the role of teachers in PjBL implementation remains underexplored. This study investigates teachers' perspectives on their role in PjBL, aiming to identify strategies, challenges, and opportunities in PjBL facilitation. Semi-structured interviews were conducted with experienced PjBL teachers using a qualitative approach. Thematic analysis revealed teachers' multifaceted roles as facilitators, coaches, mentors, and assessors, employing strategies such as scaffolding, collaboration, and technology integration to support student learning. Despite challenges like time constraints and curriculum alignment issues, teachers perceive PjBL as valuable for enhancing student engagement and learning outcomes. The study concludes that teachers' perspectives on PjBL facilitation are influenced by their beliefs, experiences, and contextual factors. To support effective PjBL implementation, continuous professional development, administrative support, and resource access are essential. Recognizing and addressing teachers' perspectives can facilitate successful PjBL adoption in diverse educational settings. This study contributes nuanced insights into teachers' roles in PjBL, offering practical implications for educators, curriculum developers, and policymakers striving to enhance PjBL implementation and effectiveness.
Downloads
References
Abuhmaid, A. M., Dep, T. M., & Dep, T. M. (2020). The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students’ Perceptions. International Journal of Higher Education, 9(5), 76–83. https://doi.org/10.5430/ijhe.v9n5p76
Al-Bahadli, K. H., Al-Obaydi, L. H., & Pikhart, M. (2023). The Impact of the Online Project-Based Learning on Students’ Communication, Engagement, Motivation, and Academic Achievement. Psycholinguistics , 33(2), 217–237. https://doi.org/10.31470/2309-1797-2023-33-2-217-237
Cai, Z., Zhu, J., Yu, Y., & Tian, S. (2023). Elementary school teachers’ attitudes towards project-based learning in China. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10.1057/s41599-023-02206-8
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00408-3
Chang, Y., Choi, J., & Şen-Akbulut, M. (2024). Undergraduate Students’ Engagement in Project-Based Learning with an Authentic Context. Education Sciences, 14(2), 168. https://doi.org/10.3390/educsci14020168
Crawford, L. K., Arellano Carmona, K., & Kumar, R. (2024). Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes. Pedagogy in Health Promotion. https://doi.org/10.1177/23733799241234065
do Amaral, J. A. A., Meister, I. P., Lima, V. S., & Garbe, G. G. (2023). Using Competition to Improve Students’ Learning in a Project-Based Learning Course: The Systemic Impacts of the Data Science Olympics. Journal of Problem Based Learning in Higher Education, 11(3), 1–24. https://doi.org/10.54337/ojs.jpblhe.v11i3.7514
Habibi, A., Riady, Y., Alqahtani, T. M., Rifki, A., Albelbisi, N. A., Fauzan, M., & Habizar, H. (2022). Online Project-Based Learning for ESP: Determinants of Learning Outcomes during Covid-19. Studies in English Language and Education, 9(3), 985–1001. https://doi.org/10.24815/siele.v9i3.24928
Hao, L., Tian, K., Mohd Salleh, U. K., Chin, H. L., Ge, S., & Cheng, X. (2024). the Effect of Project-Based Learning and Projectbased Flipped Classroom on Critical Thinking and Creativity for Business English Course At Higher Vocational Colleges. Malaysian Journal of Learning and Instruction, 21(1), 159–190. https://doi.org/10.32890/mjli2024.21.1.6
Ismail, F. S., Subha, N. A. M., Ghazali, N. E., Mohamed, Z., Sudin, S., Hassan, F., Wahab, N. A., & Wahid, H. (2024). Crafting a Real-World Problem Project-Based Learning Based on Gantry Crane System. Journal of Advanced Research in Applied Sciences and Engineering Technology, 34(1), 228–237. https://doi.org/10.37934/ARASET.34.1.228237
Li, W., Chai, Y., Khan, F., Jan, S. R. U., Verma, S., Menon, V. G., Kavita, & Li, X. (2021). A Comprehensive Survey on Machine Learning-Based Big Data Analytics for IoT-Enabled Smart Healthcare System. Mobile Networks and Applications, 26(1), 234–252. https://doi.org/10.1007/s11036-020-01700-6
McLaughlin, S., Amir, H., Garrido, N., Turnbull, C., Rouncefield-Swales, A., Swadźba-Kwaśny, M., & Morgan, K. (2024). Evaluating the Impact of Project-Based Learning in Supporting Students with the A-Level Chemistry Curriculum in Northern Ireland. Journal of Chemical Education, 101(2), 537–546. https://doi.org/10.1021/acs.jchemed.3c01184
Melia Astiana, Maya Malinda, Anny Nurbasari, M. M. (2021). European Journal of Educational Research. European Journal of Educational Research, 10(4), 1907–1918.
Mohammadi, M. K., Mohibbi, A. A., & Hedayati, M. H. (2021). Investigating the challenges and factors influencing the use of the learning management system during the Covid-19 pandemic in Afghanistan. In Education and Information Technologies (Vol. 26, Issue 5). Springer US. https://doi.org/10.1007/s10639-021-10517-z
Plews, R., English, M., Matthews-DeNatale, G., & Poklop, L. (2024). Global Challenges: Engaging Undergraduates in Project-Based Learning Online. Teaching and Learning Inquiry, 12. https://doi.org/10.20343/teachlearninqu.12.6
Şahin, Ş., & Kılıç, A. (2024). Comparison of the effectiveness of project-based 6E learning and problem-based quantum learning: Solomon four-group design. Journal of Research in Innovative Teaching and Learning. https://doi.org/10.1108/JRIT-09-2023-0139
Suartama, I. K., Simamora, A. H., Susiani, K., Suranata, K., Yunus, M., & Tisna, G. D. (2023). Designing gamification for case and project-based online learning: A study in higher education. Journal of Education and E-Learning Research, 10(2), 86–98. https://doi.org/10.20448/jeelr.v10i2.4432
Tay, L. Y., Lee, S. S., & Ramachandran, K. (2021). Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers. Asia-Pacific Education Researcher, 30(3), 299–310. https://doi.org/10.1007/s40299-021-00572-y
Wijnia, L., Noordzij, G., Arends, L. R., Rikers, R. M. J. P., & Loyens, S. M. M. (2024). The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis. In Educational Psychology Review (Vol. 36, Issue 1). Springer US. https://doi.org/10.1007/s10648-024-09864-3
Zhang, W., Guan, Y., & Hu, Z. (2024). The efficacy of project-based learning in enhancing computational thinking among students: A meta-analysis of 31 experiments and quasi-experiments. In Education and Information Technologies (Issue 0123456789). Springer US. https://doi.org/10.1007/s10639-023-12392-2
Zhong, C., & Lyu, K. (2022). Scaffolding Junior Middle School Students’ Engagement in Online Project-based Learning During the COVID-19 Pandemic: A Case Study from East China. SAGE Open, 12(4), 1–14. https://doi.org/10.1177/21582440221131815
Copyright (c) 2024 Singgih Subiyantoro
![Creative Commons License](http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Please find the rights and licenses in EDUKASIA. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User/Public Rights
EDUKASIA's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, EDUKASIA permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and EDUKASIA on distributing works in the journal and other media of publications. Unless otherwise stated, the authors are public entities as soon as their articles got published.
4. Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article,
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (EDUKASIA: Jurnal Pendidikan dan Pembelajaran).
5. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. EDUKASIA will not be held liable for anything that may arise due to the author(s) internal dispute. JOSI will only communicate with the corresponding author.
6. Royalties
Being an open accessed journal and disseminating articles for free under the Creative Commons license term mentioned, author(s) aware that EDUKASIA entitles the author(s) to no royalties or other fees.
7. Miscellaneous
EDUKASIA will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. EDUKASIA's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.