Learning management using project-based learning in innovation and entrepreneurship courses to develop learning achievement for undergraduate students

Abstract

The purposes of this research were to compare: 1) undergraduate students’ learning achievement in innovation and entrepreneurship courses before and after using project- based learning instruction, 2) undergraduate students’ learning achievement in innovation and entrepreneurship courses before and after using the traditional instruction, and 3) the students’ learning achievement in innovation and entrepreneurship courses of the students who learned through project-based learning instruction and the students who learned through the traditional instruction. The research design was a quasi-experimental method. The samples of the research were 60 undergraduate third- year students in the second semester of academic year 2022 at Sichuan University of Science and Engineering, China. Two classes of students were randomized using cluster sampling technique. The research instruments included project-based learning lesson plans, traditional lesson plans, and learning achievement tests. The data were analyzed using mean, standard deviation, and t-test. The research results showed that: 1) the undergraduate students’ learning achievement in innovation and entrepreneurship courses after using project- based learning instruction was higher than before at the statistically significance level of .05, 2) the undergraduate students’ learning achievement in innovation and entrepreneurship courses using the traditional instruction was higher than before at the statistically significance level of .05, and 3) the students who learned through project-based learning instruction had higher learning achievement in innovation and entrepreneurship courses than those who learned through the traditional instruction at the statistically significance level of .05.