Abstract:

The project-based learning approach has experienced a marked increase in higher education, where students are actively involved in solving real or simulated problems. This methodology represents a significant change towards a more practical training that amalgamates multidisciplinary knowledge and cultivates transversal competences. The main objective of this research is to examine the fruits and qualifications of cohesion of students in teams, with the aim of assessing the effectiveness of Project Based Learning. This study was carried out in four groups of the School of Engineering of Bilbao, specifically in the second year of the Degree in Industrial Electronic and Automatic Engineering, Degree in Electrical Engineering and Degree in Mechanical Engineering programmes.

The methodology employed drew correspondences between the implementation of the problem-based learning module in four groups. A total of 147 tasks were carried out, and the data were subjected to statistical analysis to calculate the performance rate (a percentage ratio between credits passed and credits enrolled) and the success rate (a percentage ratio between credits passed and credits submitted) for an academic year. The results reveal a performance rate of 74% and a success rate of 57%, giving a clear picture of the achievements of this innovative education methodology.

Keywords:

Active learning, Project Based Learning, Performance Rate and Success Rate.