Using Project Based Learning to Improve Student Comprehension of Sustainability in Concrete Technology

Abstract

The objective of this study is to develop and implement a Project Based Learning
(PBL) methodology to improve student comprehension of sustainability topics
relating to the concrete industry. A milestone-based PBL methodology was
implemented in a concrete technology course that emphasizes the project by
creating individual milestones that are due throughout the semester. This
intervention took place in an undergraduate program during six semesters, not
including the control semester in which a conventional end-of-semester project
was used to teach the same topic. The milestone-based PBL methodology was
assessed indirectly using pre- and post-questionnaires to the participants and
directly using quiz, homework, exam, project, and overall grades. Additionally,
the participants provided feedback regarding the methodology. The results show
that the students overwhelmingly preferred the milestone-based PBL over the
standard project, which is complemented with an average increase of 16, 13, 17,
28, and 14 percentage points for the quiz, homework, exam, project, and overall
grades respectively. This amounted to an overall average increase from 74% to
92%. These conclusions not only demonstrate a positive impact of PBL to the
students in this course, but also provide further insight and evidence regarding the
effectiveness of PBL methodologies for the engineering education community.