Students’ Perceptions of Project-Based Learning in K-12 Education: A Synthesis of Qualitative Evidence

Abstract

As an engaging instructional approach, project-based learning has gained
prominence as a means of adapting K-12 education to a changing world. However,
research assessing the effectiveness of project-based learning has primarily
focused on teachers, whereas studies on students' perceptions of project-based
learning have been limited to isolated cases. This review aimed to provide a
comprehensive synthesis of qualitative and mixed-approach studies that
investigated K-12 students’ perceptions of project-based learning. A metaethnography approach was employed to identify, evaluate, and combine the
findings of the 14 peer-reviewed studies. These studies were selected based on an
extensive search of databases such as Web of Science, ERIC, and ScienceDirect.
Six themes were identified to reflect K-12 students’ perceptions of project-based
learning: enhancing 21st-century skills, enhancing enthusiastic engagement,
fostering interdisciplinary integration, time consumption, evoking initial jitter, and
content insufficiency. Additionally, two research gaps were identified, with the
majority of studies conducted among senior high school students in Europe and
Asia. In conclusion, this synthesis highlights the effectiveness of project-based
learning in promoting essential contemporary skills. However, caution is advised
regarding challenges, such as content insufficiency. Stakeholders should consider
targeted support and resource adequacy to optimize project-based learning benefits
for diverse students.