Evaluating Project-Based Learning Impact on Undergraduate Engineering Skills

58 to 60 undergraduate engineering students participated in a study evaluating a structured Project-Based Learning framework. Data includes pre- and post-intervention Likert-scale survey responses and rubric-based project evaluations by domain experts. The dataset, authored by Varsha S. Pawar and shared under CC-BY-4.0, shows mean scores increased from 3.4 to 4.5 following the PBL intervention.

Use Cases

• Analyzing the correlation between self-reported learning gains and expert-assessed project outcomes based on the integrated assessment approach.
• Comparing pre- and post-intervention scores on dimensions like conceptual understanding and creativity based on the five-point Likert scale data.
• Studying the effectiveness of structured pedagogical frameworks in undergraduate contexts based on the single-institution implementation.
• Investigating student satisfaction and engagement metrics based on reported percentages for creativity, content understanding, and overall experience.

Strengths

• Includes validated instrument data, using a Content Validity Index (CVI) for the survey.
• Provides complementary data sources: student self-reports and rubric-based expert evaluations of project outcomes.
• Reports statistically significant results with p < 0.001 and moderate to large effect sizes across key dimensions.

Limitations

• Row count is unknown, which may limit suitability assessment.
• Data is limited by the absence of a control group and a single-institution context, as noted in the description.
• Column-level documentation is absent; field semantics must be inferred after download.

Provenance

Source

figshare

Collection Method

Data collected via structured questionnaire and rubric-based expert evaluation as part of the Technoscope program.

Freshness

Last updated 2026-05-01 04:16:37; freshness should be verified.