Implementing Project-Based Learning in Undergraduate STEM: Outcomes and Effectiveness
Project-Based Learning (PBL) in STEM at a Hispanic-Serving Institution (HSI) improved problem-solving, critical thinking, and teamwork among 332 students; future research should use longitudinal designs.
Presented by:
Devdutta Deb, Mercy University
From the author, in their own words...
Devdutta Deb, Mercy University
Transcript:
This poster examines the effectiveness of Project-Based Learning, or PBL, in undergraduate STEM education at Mercy University, a Hispanic-Serving Institution.
PBL engages students in authentic projects that develop problem-solving, critical thinking, teamwork and communication skills. It also promotes student ownership and active learning through sustained inquiry, authentic scientific challenges, feedback, revision, and presentation of findings leading to stronger career preparation, self-efficacy, STEM retention, and graduation outcomes.
Data was collected through student surveys across four semesters, from 2023 to 2025. Students completed retrospective pretest and posttest ratings following their PBL projects. Results indicate that participation in PBL was associated with measurable, though incremental, improvements in skills central to STEM learning such as problem solving and critical thinking.
Student reflections further highlighted growth in teamwork, communication, peer relationships, and confidence. Overall, the findings support PBL as an effective interdisciplinary approach for strengthening STEM student learning and success. Future work will incorporate longitudinal designs, cross- institutional comparisons, and performance-based assessme
Abstract:
We examined the use of PBL in undergraduate STEM courses at an HSI, focusing on the development of problem-solving, critical thinking, and teamwork skills. The sample included a high proportion of Hispanic, first-generation, and low-income students. Across four semesters, students (n = 332) completed self-report retrospective pretest and posttests; results indicated significant gains in all three skill areas, with effect sizes in the small to moderate range. Findings indicate that participation in PBL is associated with measurable, though incremental, improvements in skills central to STEM learning. Future work should incorporate longitudinal designs, cross-institutional comparisons, and performance-based assessments.
Key Words:
PBL, STEM Education, Experiential Learning
Outcomes:
1. Describe the impact of PBL on problem-solving, critical thinking, and teamwork skills in undergraduate STEM education.
2. Interpret evidence from retrospective pretest-posttest data demonstrating student skill gains in PBL contexts.
3. Identify strategies to implement and assess PBL in diverse, student-centered STEM classrooms.
References:
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publishers. https://doi.org/10.1007/978-94-6209-143-6
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-Based Learning, 3(1), 44–58. https://doi.org/10.7771/1541-5015.1046