Developing a Deep Approach and Attitude to Learning through Project-Based Learning

The study investigated the effect of project-based learning (PBL) on learning approach, performance accuracy, and attitude towards the PBL activity. Qualitative assessment on the course topic on memory was also obtained from the groups who underwent the PBL activity. The PBL was employed in a lesson on memory in two sections of college students taking a course in general psychology. The results indicate that the students shift more to deep approach in their learning regardless whether they underwent PBL or not, F (1, 319)=14.70, p<.05. It was found that the classes receiving the PBL activity on memory had significantly higher performance accuracy in the test (t=3.23, p<.05) and had higher attitude (t=7.60, p<.05) as compared with the other classes. The participants' evaluation of the skills they have learned includes: (1) goals, (2) learning expectations, (3) demonstrate learning, (4) responsibility, and (5) audience learning. The benefits of PBL and the phases of employing it in a general psychology course are explained in the paper