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Abstract
To compete with the world in the 21st century, it is necessary to adopt modern learning strategies like inquiry-based, project-based, problem-based. The traditional learning strategies are no viable now to improve the learning skills of the learners. A review of previous studies on traditional lecture-based and project-based learning strategies has been conducted to evaluate the effectiveness of both learning strategies. The learning outcomes and statistical results of 15 previously published articles have been selected for this review study. The learning outcomes and statistical results of previous literature indicated that all the studies showed significant improvement in the learning and cognitive skills of the learners. The effectiveness of project-based teaching strategy in various educational levels are also described in the study.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
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Hafeez, M. (2021). Project-Based Versus Traditional Lecture Teaching Methods. Indonesian Journal of Social Science Research, 2(1), 10-20. https://doi.org/10.11594/ijssr.02.01.02
References
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Balemen, N., & Keskin, M. Ö. (2018). The Effectiveness of Project-Based Learning on Science Education: A Meta-Analysis Search. International Online Journal of Education and Teaching, 5(4), 849-865.
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Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The clearing house, 83(2), 39-43.
Bidabadi, N. S., ISFAHANI, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of advances in medical education & professionalism, 4(4), 170.
Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher education, 53(4), 483-516.
Brassler, M., & Dettmers, J. (2017). How to enhance interdisciplinary competence—interdisciplinary problem-based learning versus interdisciplinary project-based learning. Interdisciplinary Journal of Problem-Based Learning, 11(2).
Carter, S. (2016). Traditional vs. project-based learning: The effects on student performance and motivation in honors level mathematics courses.
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Demian, P., Ruikar, K., Sahu, T., & Morris, A. (2016). Three-Dimensional Information Retrieval (3DIR): exploiting 3D geometry and model topology in information retrieval from BIM environments. International Journal of 3-D Information Modeling (IJ3DIM), 5(1), 67-78.
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Fernandes, S., Mesquita, D., Flores, M. A., & Lima, R. M. (2014). Engaging students in learning: findings from a study of project-led education. European Journal of Engineering Education, 39(1), 55-67.
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(8), 922-939.
Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse education today, 45, 16-21.
Gibbes, M., & Carson, L. (2014). Project-based language learning: an activity theory analysis. Innovation in Language Learning & Teaching, 8(2), 171-189.
Gregorius, R. M. (2017). Performance of underprepared students in traditional versus animation-based flipped-classroom settings. Chemistry Education Research and Practice, 18(4), 841-848.
Habok, A. (2015). Implementation of a project-based concept mapping developmental programme to facilitate children's experiential reasoning and comprehension of relations. European Early Childhood Education Research Journal, 23(1), 129-142.
Hafeez, M., Kazmi, Q. A., Tahira, F., Hussain, M. Z., Ahmad, S., Yasmeen, A., ... & Saqi, M. I. (2020). Impact of School Enrolment Size on Student’s Achievements. Indonesian Journal of Basic Education, 3(1), 17-21.
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Hernández-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151-173.
Hsu, P. S., Van Dyke, M., Chen, Y., & Smith, T. J. (2016). A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills. Journal of Computer Assisted Learning, 32(1), 51-76.
Jaeger, M., Yu, G., & Adair, D. (2020). Project Based Learning versus Traditional Learning–Comparing Perspectives of Arab Managers with Chinese Managers. Journal of Problem Based Learning in Higher Education.
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Almanasef, M., Almaghaslah, D., Portlock, J., & Chater, A. (2020). Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture. Pharmacy Education, 20, p142-150.
Anazifa, R. D., & Djukri, D. (2017). Project-Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355.
Armstrong-Grodzicki, C. (2013). Meeting the Standards of the Standardized Test: How Does Project-Based Learning Correlate to Traditional Learning in an Advanced Placement English Language and Composition Course?.
Balemen, N., & Keskin, M. Ö. (2018). The Effectiveness of Project-Based Learning on Science Education: A Meta-Analysis Search. International Online Journal of Education and Teaching, 5(4), 849-865.
Balemen, N., & Keskin, M. Ö. (2018). The Effectiveness of Project-Based Learning on Science Education: A Meta-Analysis Search. International Online Journal of Education and Teaching, 5(4), 849-865.
Barak, M. (2012). From "doing" to "doing with learning": reflection on an effort to promote self-regulated learning in technological projects in high school. European Journal of Engineering Education, 37(1), 105-116.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The clearing house, 83(2), 39-43.
Bidabadi, N. S., ISFAHANI, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of advances in medical education & professionalism, 4(4), 170.
Billing, D. (2007). Teaching for transfer of core/key skills in higher education: Cognitive skills. Higher education, 53(4), 483-516.
Brassler, M., & Dettmers, J. (2017). How to enhance interdisciplinary competence—interdisciplinary problem-based learning versus interdisciplinary project-based learning. Interdisciplinary Journal of Problem-Based Learning, 11(2).
Carter, S. (2016). Traditional vs. project-based learning: The effects on student performance and motivation in honors level mathematics courses.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
Chidthachack, S., Schulte, M. A., Ntow, F. D., Lin, J. L., Moore, T. J., & Center, S. E. (2013, October). Engineering Students Learn ABET Professional Skills: A Comparative Study of Project-Based-Learning (PBL) versus Traditional Students. In ASEE North Midwest Section Conference (pp. 17-18).
Chu, S. K. W., Zhang, Y., Chen, K., Chan, C. K., Lee, C. W. Y., Zou, E., & Lau, W. (2017). The effectiveness of wikis for project-based learning in different disciplines in higher education. The internet and higher education, 33, 49-60.
De Graaff, E., & Kolmos, A. N. E. T. T. E. (2007). History of problem-based and project-based learning. In Management of change (pp. 1-8). Brill Sense.
Deitering, S. (2016). Is Project Based Learning a More Effective Way of Teaching Than Traditional Teaching?
Demian, P., Ruikar, K., Sahu, T., & Morris, A. (2016). Three-Dimensional Information Retrieval (3DIR): exploiting 3D geometry and model topology in information retrieval from BIM environments. International Journal of 3-D Information Modeling (IJ3DIM), 5(1), 67-78.
Desnylasari, E., Mulyani, S., & Mulyani, B. (2016). Pengaruh Model Pembelajaran Project Based Learning dan Problem Based Learning Pada Materi Termokimia Terhadap Prestasi Belajar Siswa Kelas XI SMA Negeri 1 Karanganyar Tahun Pelajaran 2015/2016. Jurnal Pendidikan Kimia, 5(1), 134-142.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem-and project-based learning. Interdisciplinary journal of problem-based learning, 7(2), 6.
Farashahi, M., & Tajeddin, M. (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations. The International Journal of Management Education, 16(1), 131-142.
Fernandes, S., Mesquita, D., Flores, M. A., & Lima, R. M. (2014). Engaging students in learning: findings from a study of project-led education. European Journal of Engineering Education, 39(1), 55-67.
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay‐Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry‐based science curricula in the context of urban reform. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(8), 922-939.
Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse education today, 45, 16-21.
Gibbes, M., & Carson, L. (2014). Project-based language learning: an activity theory analysis. Innovation in Language Learning & Teaching, 8(2), 171-189.
Gregorius, R. M. (2017). Performance of underprepared students in traditional versus animation-based flipped-classroom settings. Chemistry Education Research and Practice, 18(4), 841-848.
Habok, A. (2015). Implementation of a project-based concept mapping developmental programme to facilitate children's experiential reasoning and comprehension of relations. European Early Childhood Education Research Journal, 23(1), 129-142.
Hafeez, M., Kazmi, Q. A., Tahira, F., Hussain, M. Z., Ahmad, S., Yasmeen, A., ... & Saqi, M. I. (2020). Impact of School Enrolment Size on Student’s Achievements. Indonesian Journal of Basic Education, 3(1), 17-21.
Harris, M. J. (2015). The challenges of implementing project-based learning in middle schools (Doctoral dissertation, University of Pittsburgh).
Hernández-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151-173.
Hsu, P. S., Van Dyke, M., Chen, Y., & Smith, T. J. (2016). A cross‐cultural study of the effect of a graph‐oriented computer‐assisted project‐based learning environment on middle school students' science knowledge and argumentation skills. Journal of Computer Assisted Learning, 32(1), 51-76.
Jaeger, M., Yu, G., & Adair, D. (2020). Project Based Learning versus Traditional Learning–Comparing Perspectives of Arab Managers with Chinese Managers. Journal of Problem Based Learning in Higher Education.
Johnson, B., & Ulseth, R. (2014). Professional competency attainment in a project-based learning curriculum: A comparison of project-based learning to traditional engineering education. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-4). IEEE.
Johnson, B., Ulseth, R., Smith, C., & Fox, D. (2015, October). The impacts of project-based learning on self-directed learning and professional skill attainment: A comparison of project-based learning to traditional engineering education. In 2015 IEEE Frontiers in Education Conference (FIE) (pp. 1-5). IEEE.
Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils' learning and attitudes. Education 3-13, 39(1), 35-47.
Karaçalli, S. & Korur, F. (2014). The effects of project-based learning on students’ academic achievement, attitude, and retention of knowledge: the subject of “electricity in our lives”. School Science and Mathematics, 114(5), 224-235.
Kizkapan, O., & Bektas, O. (2017). The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement. International Journal of Instruction, 10(1), 37-54.
Kolmos, A., & de Graaff, E. (2014). Problem-based and project-based learning in engineering education. Cambridge handbook of engineering education research, 141-161.
Kubiatko, M., & Vaculová, I. (2011). Project-based learning: characteristic and the experiences with application in the science subjects. Energy Education Science and Technology Part B: Social and Educational Studies, 3(1), 65-74.
Kwon, S. M., Wardrip, P. S., & Gomez, L. M. (2014). Co-design of interdisciplinary projects as a mechanism for school capacity growth. Improving Schools, 17(1), 54-71.
Laudano, F., Tortoriello, F. S., & Vincenzi, G. (2020). An experience of teaching algorithms using inquiry-based learning. International Journal of Mathematical Education in Science and Technology, 51(3), 344-353.
Lee, J. S., Blackwell, S., Drake, J., & Moran, K. A. (2014). Taking a leap of faith: Redefining teaching and learning in higher education through project-based learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 2.
Lisa, D., Kristin, F., Karen, S. F., Kaori, G., & Jennifer, R. (2018). Evaluating impact: a comparison of learning experiences and outcomes of students completing a traditional versus multidisciplinary, Project-Based Introductory Statistics Course. International Journal of Education, Training and Learning, 2(1).
Mann, L., Chang, R., Chandrasekaran, S., Coddington, A., Daniel, S., Cook, E., ... & Smith, T. D. (2020). From problem-based learning to practice-based education: A framework for shaping future engineers. European Journal of Engineering Education, 1-21.
Maqbool, S., Ismail, S. A. M. B. M., Maqbool, S., & Hassan, S. U. (2018). Effects of Traditional Lecture Method and Multi-Sensory Approach on ELT Learners at Graduate Level. International Journal of Academic Research in Progressive Education and Development, 7(4), 488-505.
Molbaek, M. (2018). Inclusive teaching strategies–dimensions and agendas. International Journal of Inclusive Education, 22(10), 1048-1061.
Nainggolan, B., Hutabarat, W., Situmorang, M., & Sitorus, M. (2020). Developing Innovative Chemistry Laboratory Workbook Integrated with Project-Based Learning and Character-Based Chemistry. International Journal of Instruction, 13(3), 895-908.
Naji, K. K., Ebead, U., Al-Ali, A. K., & Du, X. (2020). Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), em1867.
Nelson, A.E., 2017. Methods faculty use to facilitate nursing students' critical thinking. Teach. Learn. Nurs. 12 (1), 62–66. https://doi.org/10.1016/j.teln.2016.09.007.
Nisbet, J., & Shucksmith, J. (2017). Learning strategies. Routledge.
Overholt, K. B. (2017). Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.
Palis, A. G., & Quiros, P. A. (2014). Adult learning principles and presentation pearls. Middle East African journal of ophthalmology, 21(2), 114.
Panasan, M., & Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry-Based Learning Activities. Online Submission, 6(2), 252-255.
Pinter, R., & Cisar, S. M. (2018). Measuring Team Member Performance in Project Based Learning. Journal of Applied Technical and Educational Sciences, 8(4), 22-34.
Saira, A. F., & Hafeez, M. (2020). Assessment of Student’s Academic Achievement by Flipped Classroom Model and Traditional Lecture Method. Global Educational Studies Review, 4, 10-19.
Sari, I. K. (2018). The effect of problem-based learning and project-based learning on the achievement motivation. Jurnal Prima Edukasia, 6(2), 129-135.
Sarıhan, A., Oray, N. C., Güllüpınar, B., Yanturali, S., Atilla, R., & Musal, B. (2016). The comparison of the efficiency of traditional lectures to video-supported lectures within the training of the Emergency Medicine residents. Turkish journal of emergency medicine, 16(3), 107-111.
Sawyer, G. L. (2013). The effects of traditional teaching methods, project-based learning, and a blended teaching style on elementary students. Trevecca Nazarene University.
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1), S36-S38.
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