Geometry in Outcomes-Based Education: Project-Based Versus Conventional Learning

Abstract

The unprecedented Covid-19 lockdown brought additional challenges to education systems worldwide. This led to increasing discussions about teaching methods. Educators are required to adapt their teaching methodologies and strategies to respond to students’ need without compromising quality requirements.  In this context, project-based learning seems to gain more advocates and gather momentum as this methodology is apparently     more appropriate for distance learning. In this paper, we describe how project-based learning had been implemented as a remedial action to certain deficiencies in students' mastery of a   learning outcome in an axiomatic geometry undergraduate course.  For this purpose,   a study had been carried to measure the effectiveness of PBL in comparison to conventional learning.   We   present   some  results of course learning outcomes assessments   that show an  improvement  in the  level of attainment  of  a specific   course learning outcome  as a consequence of the change of  instructional  methodology  from traditional  to project-based learning

Keywords: Course learning outcomes, Project-based learning (PBL), Geometry

DOI: 10.7176/JEP/11-35-03

Publication date: December 31^st 2020