Assessing the impact of project-based learning in engineering courses by using multiple correspondence analysis

Abstract

This paper reports an experience about how to assess the impact of Project-Based Learning in engineering courses by using multiple correspondence analysis and a hierarchical clustering method. The Project-Based Learning (PBL) approach is focused on improving the development of transversal skills like teamwork, problem solving, communication abilities, and self-learning. The impact is evaluated from the data of a survey devoted to knowing the students’ opinions on how these competencies are encouraged by the PBL approach. Data from courses using Traditional Education and PBL are compared from scores given by students to the survey questions. The data corresponds to 13 courses of which seven used PBL. The multivariate statistical analysis allows knowing the influence of the aspects evaluated on the development of transversal skills, as well as the correlation among these aspects. The paper also presents the design of the survey and a general description of the PBL approach developed that was designed for courses of control systems.