Evaluating the Impact of Project-Based Teaching on Meaningful Learning in Higher Education Students

Juri Evelyn Nunez Portilla; Jonathan Karlo Martínez Ojeda; Lalangui Sarango Ricardo Geovanni; Jorge Armendariz Vega; Gilberto Rodriguez Montufar

doi:10.63332/joph.v5i6.2546

Evaluating the Impact of Project-Based Teaching on Meaningful Learning in Higher Education Students

Authors

Juri Evelyn Nunez Portilla Universidad Estatal de Milagro, Ecuador
Jonathan Karlo Martínez Ojeda Universidad Santiago de Cali, Colombia
Lalangui Sarango Ricardo Geovanni Redeemed International Christian University (IRCU), Ecuador
Jorge Armendariz Vega Universidad Autónoma de Chihuahua, México
Gilberto Rodriguez Montufar Tecnológico Nacional de México (TecNM), México

DOI:

https://doi.org/10.63332/joph.v5i6.2546

Keywords:

Project-Based Teaching, Meaningful Learning, Higher Education, Educational Innovation, Active Methodologies

Abstract

Project-Based Teaching (PBT) has established itself as an innovative pedagogical strategy that promotes the active participation of students in the construction of their knowledge. This study aims to evaluate the impact of EBP on meaningful learning in higher education students, through quasi-experimental quantitative research. Measurement instruments were applied before and after the implementation of the EBP to a sample of 82 university students in engineering and social sciences. The results show a significant improvement in concept retention, problem-solving skills and academic motivation. It is concluded that EBP is an effective methodology to promote deep and contextualized learning, particularly in professional training contexts.

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Published

2025-06-18

How to Cite

Portilla, J. E. N., Ojeda, J. K. M., Geovanni, L. S. R., Vega, J. A., & Montufar, G. R. (2025). Evaluating the Impact of Project-Based Teaching on Meaningful Learning in Higher Education Students. Journal of Posthumanism, 5(6), 3837–3845. https://doi.org/10.63332/joph.v5i6.2546