An Empirical Analysis of Changes in Learning Competence, Learning Styles, and Instructional Method Preferences of University Students Participating in Project-Based Learning

This study aimed to empirically analyze the effects of project-based learning on university students. To this end, a survey was conducted on undergraduate students at P University, and data from 81 respondents who provided valid answers were analyzed. Based on the implementation results of a co-curricular program designed around project-based learning, paired-sample t-tests and chi-square tests were performed to examine pre- and post-changes in students’ learning competence, learning styles, and instructional method preferences. The results indicated that, first, after the PBL experience, students’ learning competence significantly improved in the cognitive, affective, and behavioral domains, except for comprehensive thinking ability. Second, as a result of Kolb’s Learning Style Inventory, the assimilating type was predominant in both pre- and post-tests; although the proportions of converging and assimilating types slightly increased after participation, the differences were not statistically significant. Third, students’ preference for lecture-based instructional methods increased significantly after engaging in project-based learning. These findings suggest that project-based learning positively influences students’ learning competence—particularly in collaboration and communication, information exploration and utilization, and creative problem-solving. Moreover it suggests that instructional design that integrates knowledge transmission and inquiry-oriented learning is necessary in that students recognize the need for a structured teaching method in parallel along with discovery and exploration learning. In conclusion, this study is meaningful in that it confirms that project-based learning contributes to enhancing university students’ learning competence and highlights the importance of hybrid instructional design that accommodates diverse learning styles and instructional method preferences.