This study evaluates the effectiveness of Blended Project-Based Learning (PBL) in enhancing student learning outcomes in Computer Network Education. As traditional methods often fall short in preparing students for industry demands, the research aimed to determine if a blended PBL model could lead to statistically superior gains in students' theoretical and practical skills. A quasi-experimental, nonequivalent control group design was employed. The experimental group (n=28) participated in a blended PBL intervention, while the control group (n=27) received traditional instruction. Data were collected via pre- and post-tests to assess technical skills and problem-solving abilities. Quantitative analysis, including one-way ANCOVA, compared post-test scores while controlling for pre-test scores, and paired-samples t-tests measured learning gains. Qualitative data from student surveys and interviews were analyzed thematically. The results indicated a significant difference in adjusted post-test scores between the groups, with the experimental group showing substantially greater learning gains. Qualitative findings further revealed that the blended PBL approach significantly enhanced student motivation, engagement, and the development of teamwork and critical thinking skills. In conclusion, the Blended PBL model is a highly effective pedagogical approach for technical education. Its success advocates for a fundamental paradigm shift toward active, student-centered methodologies that truly prepare graduates for a complex and evolving professional landscape.
Samsir et al. (Sat,) studied this question.