The impact of project-based learning on university physics education: enhancing cognitive skills and core...

Project-Based Learning (PBL) has been proposed as an alternative to traditional lecture-based instruction in university physics courses. This study examines the effects of PBL on undergraduates' conceptual understanding, problem-solving skills, practical competencies, engagement, and motivation.

A mixed-methods quasi-experimental design was employed with 150 physics majors from three universities in Harbin, China. Participants were stratified by key demographics and baseline physics knowledge, then randomly assigned to a PBL group (n = 75) or a lecture-based control group (n = 75). Quantitative data were gathered via standardized pre- and post-tests; effect sizes were calculated (Cohen's d). Qualitative data were obtained through structured classroom observations and semi-structured interviews. Multiple regression analyses-controlling for baseline knowledge-evaluated predictors of post-test performance (R², significance tests), with diagnostic checks for normality and multicollinearity (VIF).

The PBL group demonstrated significantly greater gains in conceptual understanding (Cohen's d = 1.85) and problem-solving ability than the control group (Cohen's d = 0.72). Observational and interview data revealed increased student engagement, collaboration, and real?world application of physics principles. Regression analysis indicated that initial academic performance and in-class engagement were significant predictors of post-test success (R² = 0.65, p < 0.001), with VIF values below 2 confirming minimal multicollinearity.

Findings suggest that PBL substantially enhances both cognitive and practical skills, fostering critical thinking and teamwork in university physics education. Practical implementation challenges-such as increased preparation time and the need for specialized facilitation-remain. Future research should explore the long-term impact of PBL in varied educational settings and its adaptability across disciplines.