ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1495105
The Impact of Project-Based Learning on University Physics Education: Enhancing Cognitive Skills and Core Competencies
Provisionally accepted
- 1Harbin Normal University, Harbin, China
- 2Harbin University, Harbin, Heilongjiang, China
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This study explores the impact of Project-Based Learning (PBL) on university students' physics education, examining their conceptual understanding, problem-solving abilities, practical skills, engagement, and motivation. A robust mixed-methods approach was adopted, involving 150 undergraduate physics students from three universities in Harbin, China, who were evenly divided into an experimental PBL group and a traditional lecture-based control group using a stratified randomization process based on key demographic variables and baseline physics knowledge. Quantitative analyses using pre-and post-tests revealed a significantly greater improvement in conceptual understanding and problem-solving skills among the PBL group (Cohen's d = 1.85) compared to the control group (Cohen's d = 0.72). Qualitative findings from structured classroom observations and semi-structured student interviews further demonstrated heightened engagement, enhanced collaboration, and improved application of physics concepts in practical contexts. Multiple regression analysis-controlling for baseline physics knowledge-identified initial academic performance and student engagement as significant predictors of post-test success (R² = 0.65, p < 0.001), with diagnostic tests confirming the assumptions of normality and minimal multicollinearity (VIF < 2). These results underscore that PBL fosters both cognitive and practical skill development while promoting critical thinking and teamwork. However, challenges related to implementation, such as extensive preparation time and the need for specialized teacher facilitation, remain. Future research should investigate the long-term effects of PBL across diverse educational contexts and explore its cross-disciplinary applicability.
Keywords: project-based learning, University physics, Conceptual understanding, problem-solving, student engagement, Collaborative Learning, Practical skills, higher education
Received: 12 Sep 2024; Accepted: 07 May 2025.
Copyright: © 2025 Song, Wang and Jiang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jun Jiang, Harbin Normal University, Harbin, China
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