{"title":"Developing career-related skills through project-based learning","authors":"Yoonhee Lee, Bora Lee","doi":"10.1016/j.stueduc.2024.101378","DOIUrl":null,"url":null,"abstract":"<div><p>In the future world of work, problem-solving skills will continue to be important assets for youths. The present study tested the effectiveness of a 16-week and an additional 5-week project-based learning program designed for improving problem-solving skills. Data were collected from 97 youth (<em>M</em><sub>age</sub> = 23.03), who participated in the program, using three different sources of assessment (i.e., self, peer, rater) and two methods of measurement (i.e., survey questionnaires, task performance). A two-level hierarchical linear model was applied to data. Results from self-reports showed that problem-solving skills increased after 16-week participation, but no extra improvement was found by participating in an additional 5-week booster program. When using peers’ and raters’ reports, the participants’ skills also significantly improved throughout the 16-week program. The implications of the findings on theory are discussed.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"83 ","pages":"Article 101378"},"PeriodicalIF":2.6000,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X24000579","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In the future world of work, problem-solving skills will continue to be important assets for youths. The present study tested the effectiveness of a 16-week and an additional 5-week project-based learning program designed for improving problem-solving skills. Data were collected from 97 youth (Mage = 23.03), who participated in the program, using three different sources of assessment (i.e., self, peer, rater) and two methods of measurement (i.e., survey questionnaires, task performance). A two-level hierarchical linear model was applied to data. Results from self-reports showed that problem-solving skills increased after 16-week participation, but no extra improvement was found by participating in an additional 5-week booster program. When using peers’ and raters’ reports, the participants’ skills also significantly improved throughout the 16-week program. The implications of the findings on theory are discussed.
期刊介绍：
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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