Eurasia Journal of Mathematics, Science & Technology Education, 2015, 11(3), 469-477

The Effects of Project Based

Learning on Undergraduate
Students’ Achievement and Self-
Efficacy Beliefs Towards Science
Teaching
Ibrahim Bilgin
Mustafa Kemal Üniversitesi, TURKEY

Yunus Karakuyu
Uşak Üniversitesi, TURKEY

Yusuf Ay
Eskisehir Osmangazi Üniversitesi, TURKEY

Received 13 December 2013; revised 27 June 2014; accepted 27 November 2014; published online first 29 November 2014

The purpose of this study is to investigate the effects of the Project-Based Learning (PBL)
method on undergraduate students’ achievement and its association with these students’
self-efficacy beliefs about science teaching and pinions about PBL. The sample of the
study consisted of two randomly chosen classes from a set of seven classes enrolled in the
Science Teaching Course in a Primary School Education Department of a State University
in Turkey. The randomly assigned treatment group (n =33) was instructed based on a PBL
method. The control group (n = 33) was instructed through the use of a traditional
teaching (TT) method. The Science and Technology Teaching Achievement Test
(STTAT) and self-efficacy belief scale (SEBS) were used as pre- and post-test measures.
The results showed that students in the treatment group produced better performance on
the Post- SEBS and the Post-STTAT. The students in the treatment group expressed
mostly positive opinions about the use of the Project-Based Learning method.

Keywords: project-based learning, science and technology teaching, achievement, self-

efficacy, student opinions

INTRODUCTION taught, as well as, how it is taught, is important.

Assimilation of knowledge by students has necessitated
According to cognitive psychologists new
that students’ learning be faster, more lasting and
knowledge is built when existing knowledge and ideas
fruitful (Demirel, 2005). Several educators have
are actively used (Shuell, 1986). For effective teaching
described the learning process by stating that knowledge
and learning and for the improvement of students in all
acquisition is related to experience. Knowledge gain is
aspects of skill development, the information that is
based on improvement of conceptual structures which
are constantly developing from gained experience.
Correspondence to: Ibrahim Bilgin, Learning science depends on the experience of learning
Faculty of Education, Mustafa Kemal University, concrete thoughts initially, and then making those
Tayfur Sokmen Campus, Hatay, TURKEY thoughts more complex and more applicable. Thus,
E-mail: [email protected] teaching approaches should provide students with
doi: 10.12973/eurasia.2014.1015a favorable environments to help them have more

Copyright © 2015 by iSER, International Society of Educational Research

ISSN: 1305-8223
I. Bilgin, Y. Ay & Y. Karakuyu

State of the literature The basis of PBL is related to the idea of the
progressivism in the beginning of the 20th century. The
 Many types of student-centered learning reconstructive approach by John Dewey, the project
approaches have been implemented in Science method of Klipatrick and the discovery learning
education in recent years. approach by Bruner are the fundamentals of project-
 PBL is used as a strategy for research-based based learning. The aim of this learning method is to
investigations to find solutions to daily life enable students to learn the subjects in an integrated
problems. In this approach, students taking way (Hamurcu, 2003). On the whole, PBL is defined as
responsibility for their own learning and working the students’ study efforts for a certain period of time to
collaboratively with others, enhance their reach a specific goal or result either individually or in a
investigation and problem solving skills. group through an active participation. The main aim of
 In recent years studies have shown that teachers PBL is to help students take responsibility for their own
encounter some problems in using student- learning and encourage them to work with others
centered learning approaches in science courses. collaboratively (Cole, Means, Simkins and Tavali, 2002;
Hence, teachers need to acquire more experience Saban, 2000). PBL is a good method for those students
in how to use project based learning strategies in who do not like just sitting and listening to lessons and
science courses. it improves the critical thinking and idea synthesis
abilities of the students. The projects must be related to
Contribution of this paper to the literature
real life situations and students must understand what
 This study explores students’ achievement and they are learning and why they are learning these. At the
self-efficacy beliefs. end of each lesson, teachers should explain alternative
 Self-efficacy beliefs are important targets for uses of the information, skills, attitudes and behaviors in
individuals to decide for themselves and these the projects (Titiz, 2001). In the project-based method,
beliefs affect the decisions of individuals on how learning means that the learners are reconstructing their
much effort they should put into achieving their intellectual knowledge. Students can build their own
personal goals. knowledge by having real life experiences. On the other
 Research improves pedagogical skills. High level hand, they can be autonomous during the process and
skills entail document preparation, event can make decisions by themselves. Such a situation
development, and preparation of written and improves their motivation, strategic motivation and
visual materials. prediction skills. This learning method also attracts the
unwilling students and creates a learning environment
 Hence, this study aims to enhance the science
where students with different abilities can create a more
education literature on PBL.
homogenous group (Solomon, 2003).
In recent years, there has been an increase in the
experience with understanding science processes. The number of researches studying PBL approaches in
importance of research methods in enhancing one’s learning environments. In the studies related to PBL, it
knowledge is acknowledged by all educators. The has been concluded that this approach has contributed
processes in education where learners ask their own positively to students’ academic achievement
questions, plan their research, analyze and express their (Cengizhan, 2007; Kanter and Konstantopoulos, 2010 ;
own findings and structure their own understanding Selçuk, 2010; Shih, Chuang and Hwang , 2010), to
enable a more effective and lasting learning. Research- meaningful learning in science courses (Kanter, 2010;
based instruction requires a great deal of interaction Krajcik, McNeill, and Reiser, 2008), to students’
between environment, content, materials, teacher and individual learning (Chang and Tseng, 2011), to their
learner (Orlich, Harder, Callahan and Gibson, 1998). attitude towards science courses (Tortop and Özek,
The most important part of this method is that it gives 2013 ), and to their academic personality (Korkmaz and
both teacher and learner the opportunity to question, to Kaptan, 2002). Additionally, Hung, Hwang and Huang
express their opinions and to find solutions. (2012) revealed in their study that technology-aided PBL
Furthermore, it has some positive results like the was effective in enhancing students’ motivation in
students’ being active, having improved understanding, learning science, their capability in problem solving and
and developed skills to understand the nature of science their learning achievement. Contrary to this, some
better (Metz, 2004; Wallace, Tsoi, Calkin and Darley, studies claimed that this approach has no significant
2004). A teaching approache which provides a concrete effect on the improvement of students’ academic
learning environment in science courses, and enables achievement (Ayan, 2012; Tabuk and Özdemir, 2009;
students to take part in an active learning environment Chang and Tseng, 2011).
is a project-based learning (PBL) approach (Zacharias Self-efficacy is an important concept in Social
and Barton, 2004). Learning Theory of Bandura (Bandura, 1995). It is the

470 © 2015 iSER, Eurasia J. Math. Sci. Tech. Ed., 11(3), 469-477
 The effects of project based learning

personal judgment of the individuals about what to do METHODOLGY

and how much they can do to cope with possible
problems (Hazır Bıkmaz, 2004). According to Bandura In this study, the pretest/posttest quasi-
(1995), self-efficacy beliefs are the goals individuals experimental method with a control group was used.
decide on for themselves and these beliefs affect the There was one control group and one treatment group
decisions of the individuals on how much effort they (Neuman, 2007). Quasi-experimental designs help
should spend to reach their personal goals, how long researchers test for causal relationships in a variety of
they can cope with the problems that they will face and situations where the classical design is difficult or
how they will react to any failure. In the last twenty inappropriate.
years, self-efficacy beliefs have become one of the
important topics in many studies of researchers who Population and Sampling
have conducted studies on teacher training. Studies on
the self-efficacy beliefs of the teachers and prospective The sample of this study consisted of 66 preservice
teachers in a specific field (science, math, etc.) provide primary school undergraduates in two classes who were
an opportunity to understand the phenomenon of selected from a population of 265 undergraduate
teacher training better (Hazır Bıkmaz, 2004). It has been students in seven classes in the Primary School
pointed out in the studies that there is a relationship Education Department of a State University in
between the self-efficacy beliefs of teachers and their TURKEY. Both of the classes were taught by the same
students’ achievement (Allinder, 1995; Ross, 1994) and instructor. One of the classes was randomly chosen as
that teachers who have high levels of self-efficacy are the treatment group (n =33) which was instructed in a
more eager to implement methods that will lead their PBL method and the other class was also randomly
students to higher achievement and that these teachers chosen as the control group (n = 33), which was
are decisive and show quite a high level of performance instructed on the same topic through the use of a
(Sparks, 1998). traditional teaching (TT) method.
Primary school teachers are distinct fromother
teachers in terms of their training programs due to being Data Collection Tools
responsible for several disciplines as part of their
professional life. As a result, primary school teachers The Science and Technology Teaching Achievement
should have competencies in understanding several Test (STTAT): The test was developed by researchers
disciplines as well as inter-disciplinary topics and consisted of 28 multiple-choice questions that
(Kahramanoğlu & Ay, 2013). One of these branches is involved all the subjects in the science and technology
science and technology teaching. Primary school teaching course. The questions were about Jean Piaget’s
teachers generally have some difficulties in teaching learning theory, Jerome Bruner’s discovery learning,
science and technology in Turkey (Huyugüzel Cavas & Robert Gagne’s learning theory, David Ausubel’s
Kesercioglu, 2008). Science and technology teaching learning theory, the theory of multiple intelligences,
courses are important in primary school teacher training constructivist theory and the 5-E model. The questions
courses. This study examined the following research on the test were reviewed by two science education
questions. experts and one expert in the field of measurement and
evaluation. Necessary edits were made on the questions
Research Questions and the answer choices based on the recommendations
of the experts. Six questions were omitted from the test
The study was guided by three research questions: as they were not found to be suitable in a reliability
(1) Are there statistically meaningful differences between assessment. The reliability coefficient of the final 22
students in a treatment group who were instructed with items in the test was 0,746 0.746. This test was
PBL method and students in a control group who were administered as a post-test after the instruction.
instructed through a traditional teaching (TT) method on The Self-Efficacy Belief Scale (SEBS): The scale was
post- SEBS scores? developed by Riggs and Enochs (1990). It was
(2) Are there statistically meaningful differences between translated into Turkish by Hazır Bıkmaz (2004). The
students in a treatment group who were instructed with a scale consisted of 20 items that could be answered on a
PBL method and students in a control group who were 5- point Likert-type scale. The reliability of scale was
instructed through a traditional teaching (TT) method on found to be 0, 71. The scale was used both as a pre-test
post-STTAT? and post-test measure.
(3) (3) What are the opinions of students on the use of the
project-based method in a science and technology teaching
course?

© 2015 iSER, Eurasia J. Math. Sci. Tech. Ed., 11(3), 469-477 471
I. Bilgin, Y. Ay & Y. Karakuyu
Interview Form Evaluation: The groups were given feedback by the
researcher and other students and asked questions.
In order to solicit the opinions of the students on The implementation of the traditional teaching
the method used, an interview form composed of open- method was as follows: In the control group, the
ended questions was developed by the authors. While learning theories mentioned above were explained to
developing the form, literature survey on the field was the students by the researchers and students were given
done and the opinions of two science education experts examples of the use of the relevant theories. During the
were obtained. Interviews using the interview form were course, the theories with their different features were
held with 10 students in the treatment group who introduced, the ways of applying these theories and the
volunteered to participate. activities related to the use of the theories were
explained to the students. These activities were were
Treatment conducted on the topics and objectives of the 4th and
the 5th grade science and technology courses. After the
The treatment and control groups had classes for activities, the students were asked questions and were
three hours a week, with a total of 27 hours over 9 required to generate examples.
weeks. The topics covered during the instruction were
as follows: Jean Piaget and learning theory, Jerome Data Analysis
Bruner and discovery learning, Robert Gagne and
learning theory, David Ausebel and learning, multiple The data obtained from the subjects were entered
intelligences theory, constructivist theory, and the 5-E into an EXCEL datasheet and in order to determine
model. effects of the project-based method on students’
Before instruction, students in the treatment group academic achievement and self-efficacy beliefs, an
were briefed about project based learning and were told analysis of covariance (ANCOVA) was performed on
what to do at each stage. The instruction in the project- the data to test the first research question, while an
based learning method was done as follows: independent t-test was performed to answer the second
Determining the topic and subtopics and organizing research question.
the groups. There were 6 groups in the treatment group. For the analysis of the qualitative data, the
Three of the groups included 5 students and the other structured interview form was used with 10 students
three groups included 6 students in them. The students who volunteered from the treatment group. Then, the
themselves decided on the name of their group. The recordings were transcribed and were subjected to a
students were told about the topics and subtopics. content analysis and categorized. The interviews were
Formulation of Group Project Plans: A timetable recorded and then analyzed by two separate researchers.
was made for each group and the date of each group The Miles and Huberman (1994) reliability formula.
was decided. During a three-hour lesson, the researcher (Reliability = Consensus / (Consensus +
introduced the topic to the students a week earlier and Dissidence), was used in the analysis.
the students were told to organise study projects on the According to this formula the reliability was found
topics of the project concerned. In the following week, to be 90%. If the reliability was greater than 70% the
one group of students made their presentation, but all data were considered reliable (Yıldırım & Şimşek, 2005).
the groups submitted project reports to the teacher. The Hence, the results obtained from the study can be said
groups were given time to decide on who will give the to be reliable. While reporting the interviews, the
presentation in the group content of the questions was explained and the
Applying the project: The groups were required to categories of all questions were presented and
plan their projects on the topics in the science and quotations from the interviews were given.
technology courses as taught at the fourth and the fifth
grade. The resources that they would be able to utilize RESULTS
and the format of the project were explained to the
students. During the process of carrying out the Based on the data obtained by the Self- Efficacy
projects, the students were encouraged to talk to the Belief Scale (SEBS), the students’ mean and standard
researcher to get feedback. deviations for the pretest and posttest scores for the
Planning the presentation: The groups were treatment and the control groups were calculated and
advised to plan their presentation using the following displayed in Table 1.
headings: introduction, methodology, findings, It is seen from the table that students’ mean scores
discussion and comments, conclusion and suggestions. in the pre-SEBS and post-SEBS were similar for the
Presentation: The groups presented their projects treatment and the control groups. Prior to the
with their goals to the other class members. treatment, an independent t-test was employed to
determine whether there was a statistically significant

472 © 2015 iSER, Eurasia J. Math. Sci. Tech. Ed., 11(3), 469-477
 The effects of project based learning

Table 1. The mean and standard deviation for pre-SEBS and post-SEBS
Groups Dependent Variables n Mean Standard Deviation
Project-based Pre- SEBS 33 70,757 7,504
Learning Post- SEBS 33 72,969 9,040
Traditional Method Pre- SEBS 33 67,757 7,504
Post- SEBS 33 65,757 7,927

Table 2. Summary of ANCOVA Comparing the Mean Post-SEBS Scores of Students in Treatment and Control
Groups
Source Dependent Means Partial
df F P
Variable Square Eta Square
Pre- SEBS Post- SEBS 1, 63 1116,35 19,808 0,000* 0,239
Group Post- SEBS 1, 63 485,14 8,608 0,005* 0,120
n=66, p<0,05
*

Table 3. The Comparison of the Results Obtained in the post-STTAT

Variable X SD t df P
Post-STTAT
Group 1(PBL) 16,969 3,44
Group 2 (TT) 2,08 64 0,042*
15,091 3,88
n= 66; *P< 0,05
mean difference between the control and treatment An independent t-test analysis was used to see if
groups with respect to the pre-SEBS scores. The there was a statistically significant mean difference in the
analysis of results showed that there was no significant scores obtained by students in the post-STTAT; the
mean difference in the pre-SEBS scores between the results are summarised in Table 3.
groups [(t (65) = 1,602, p > 0,05)]. Beside this, it was It is seen from the tables that the students in the
observed that there was a statistically significant treatment group who were instructed through the
relationship between the scores obtained by the students project based learning method demonstrated better
in pre-and post-SEBS (r (67) = 0,519, p<0, 01). Due to performance measured by post-STTAT scores as
the significant relationship between the pre- and post- compared to the control group students who were
tests and in order to remove the effect of pre-SEBS instructed by using the traditional method [t (64)=2,08.
scores on the post-SEBS scores, the pre- SEBS was p<0.05].
used as a covariate.
After the treatment, the analysis of covariance Qualitative Findings
(ANCOVA) was run to compare the effects of
instruction on students’ post-SEBS scores. Levene’s The findings of the document analysis are
Test was used to check the assumption that error summarised in Table 4.
variance of the dependent variable is equal across the As seen in Table 4, the students expressed positive
experimental and control groups. The significance value opinions about the use of the project-based learning
for the dependent variable, post-SEBS scores, (F (1, 65) method involving cooperative and systematic work,
=0.003; p>0.05) was greater than 0.05, meaning that the getting to know the chapters and subjects of the 4th and
equality of variances assumption was not violated. Table 5th year courses and working independently. Although
2 contains summarises the ANCOVA results comparing there were negative opinions about the effects of the
the mean scores of students’ performance in both the project-based learning method on the efficiency of
treatment and the control group with respect to the teaching science as well as the groups’ being at different
post-SEBS scores. levels and working independently, the opinions of the
As seen in Table 2, the students in the treatment students on the other categories were positive.
group who were instructed in the project based learning However, the students mentioned that they had
method obtained higher post-SEBS scores than the problems with getting used to the method, the lack of
control group students who were instructed through a time and the structure of the groups.
use of the traditional method [F (1.63)= 8,608, p<0.05.
η = 0.129].

© 2015 iSER, Eurasia J. Math. Sci. Tech. Ed., 11(3), 469-477 473
I. Bilgin, Y. Ay & Y. Karakuyu

Table 4. The Opinions of the Students from the Primary Education Department on the Use of Project-Based Learning in
the Science and Technology Teaching
The content of the question Categories Quotations
Positive
“We did activities on the topics. The presentations and
Learning process
explanations were very effective in teaching and learning
Science teaching
The effect of project-based of science subjects and they enabled us to develop our
The application of learning theories
learning on Science and abilities at the high levels.”
Permanence of learning
technology teaching
Learning by experiencing
“It was very good for our understand science teaching
Learning level
experiences.”
Material use in science teaching
Positive
The feeling of fear and nervousness about
“I used to answer „No, I cannot‟ when I was asked
science
whether I could teach science…. During the science
Interesting and enjoyable teaching and
The effects of project-based education depending on project-based learning method, I
learning
learning on the efficiency of had a chance to get acquainted with the approaches and
Why, what and how to do
science teaching. this helped me to improve myself…...from now on I
Methods and techniques
know how to lecture in accordance with constructivist
Preparing activities
and multiple intelligence theories.”
Negative
Anxiety
Not being able to get used to the new method
Lack of time “We utilized from the Internet. Therefore, there was
The structure of the groups information pollution and we had difficulty in the
Difficulties faced by students
Deficiencies in science and technology analysis.”
during the science and technology
Students from social sciences
teaching course
Internet “The sample activities limited us while we were
Information pollution preparing activities…..”.
Reporting
Positive
The effects of project-based Work share
“While doing research, we shared information…….”
learning in science and technology Participating in group work
teaching on the students’ Information exchange and share
“ ……during the preparation of the project, we had
cooperative and systematic Producing a product cooperatively
work-share; we collected data and shared them.”
studies. Interactive learning environment
Planned working and reaching to a result
The effect of project-based
“… we are able to know which unit contains which
learning on helping the students to Positive
topics and we also knew their content.”
get acquainted with the units and The content and limits of the topics
“….we can have knowledge about the advanced
topics of science and technology Relation between the topics
information on the topics and know the relation
teaching course in the 4th and 5th Scientific content of the topics
between the topics.”
class.
Positive “Our classmates from the field of science have better
Positive contribution knowledge than us….we were less interested in the
The effects of different group To be able to develop activities course as we did not like it.”
levels on the course Negative “Differences within the group contributed to the project
Work-share and the contributions of the friends led to a better
Understand project.”
Positive
Individual responsibility
Data collection, presentation and literature “I was able to improve effective use of computer and I
survey used it in material design”.
The effects of project-based
Developing activities
learning method on the students’
Designing material “… I tried to make the lesson more effective with the
ability to work independently
Sense of mission activities I did individually.”
Using computers in education
Negative
Being reluctant in individual work

474 © 2015 iSER, Eurasia J. Math. Sci. Tech. Ed., 11(3), 469-477
 The effects of project based learning

DISCUSSION AND RECOMENDATION effects on undergraduate students’ achievement (Dağ

and Duru, 2011; Gültekin, 1992; Özcan, 2007). One of
The main purpose of this study is to compare the the most important outcomes in science education is to
effect of a project based learning and a traditional increase students’ interaction with the teaching and
instruction on undergraduate students’ achievement in learning process. In such an environment, it is the
the Science and Technology Teaching Course and their teachers who take on important missions and who
Self-Efficiency Beliefs. Also the students’ opinions provide an interactive environment (Fidan, 1996). It is
about the Project Based Learning Methods in the inevitable that the experience and knowledge of teachers
treatment group were investigated. The main difference in science education will be reflected on their students.
between the two teaching methods was that the students The project-based method encourages students to be
in the treatment group followed the schedule based on involved through an active participation in a mental and
the Project Based Learning while the ones in the control physical activity that requires in-depth research; it is a
group received the same information through a method which takes into account the product and the
traditional teaching method. output by students to show that they have understood
According to the findings of the data obtained for the topics of the lesson and also the process (Toprak,
research question 1 of this study it was found that when 2007). According to Solomon (2003), the evaluation in
the Project Based Learning Method was used, the the project-based learning should be authentic. For
undergraduate students’ self-efficiency beliefs about the instance, students may be required to submit written
science learning and teaching have increased more as assignments, do observations, presentations and be
compared to when the traditional method was used. involved in discussions. The self-evaluation tools
Ashton (1984) described the self-efficacy beliefs of the (rubrics) can be helpful at the beginning to tell students
teachers as having an impact on the students’ what is expected from them. During the projects, the
performance and also mentioned that none of the other process could be taken into consideration more for the
teacher characteristics could be consistent with the evaluation.
students’ achievement as much. Becoming aware of According to the findings from the qualitative data,
one's own beliefs about teaching and learning about a it can be observed that students gave positive opinions
class activity is important (Al-Amous, Markic, Abu-Hola about the method used. Looking at the positive
and Eiks, 2011). The students’ active participation in the opinions given for the categories such as “the
projects provides the students with opportunities for application of the theories, learning level, the use of
shaping their thoughts and allow them to put forward material in science teaching, etc.”, we can see that they
their own points of view (Zoller, 1990); students also mentioned their achievement in classes. The opinions of
have the opportunity to do activities which interest the students on the categories such as fear and
them. The students were able to increase their self- nervousness about science, interesting and enjoyable
efficacy beliefs by doing projects on the courses of teaching, method and techniques, supported the
science teaching. The prospective teachers who findings obtained for the second sub-problem of the
presented their projects in front of the classroom and study. In the experiment process the students were
who tried to create an effective product with the help of asked at what stages they had difficulty. By answering
feedbacks went through an experience during which with the following quote, they drew attention to the
they got acquainted with the topics of science and problems which had to be overcome:
reached a stage at which they were able to confidently “…we utilized information from the Internet during
use the teaching and learning approaches. The studies the research. Therefore, there was information pollution
that are reported in the literature done on the time-use and we had difficulty in analysing (this information)”,.
and classroom management techniques and methods From the answers of the students to the questions about
(Gibson and Dembo, 1984; Saklofske, Michayluk and the effect of the method on working cooperatively and
Randhawa, 1998; Woolfolk, Rosoff and Hoy, 1990) systematically, it can be seen that even though the
support the finding that they have relationships with the students had difficulty in getting used to the method, it
self-efficacy beliefs of teachers. had a positive effect on their group work. Besides, the
According to the findings from the data for research students mentioned that they gained competence in
question 2 in this study, it was found that when the teaching the 4th and 5th year topics of the science and
Project Based Learning Method was used, technology teaching courses and that they determined
undergraduate students’ achievement in The Science the outlines of the topics in the first stage of the primary
and Technology Teaching Course have increased more education. According to Dağ and Durdu (2011) project
as compared to that of the students who were instructed based learning contributed to student learning by doing
by using the traditional method. This result is consistent and living and affected their course success positively.
with the results presented in the literature which show Building projects for all students studying in higher
that the project-based learning method had positive education, ensuring the active participation in their

© 2015 iSER, Eurasia J. Math. Sci. Tech. Ed., 11(3), 469-477 475
I. Bilgin, Y. Ay & Y. Karakuyu
learning process must often be implemented in order to Fidan, N. (1996). Teaching and learning in school. Ankara: Alkım
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previous studies (Gultekin, 2005; Meyer, Tuncer, and
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Sperncer, 1997; Penuel and Means, 1999). In 76(4), 569-582
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better performance skills in science and technology teachers, Ankara Unıversıty Journal of Faculty of Educational
teaching and have more increased self-efficiency beliefs Sciences, 25 (2). 821-832
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