Beyond the Classroom: Problem-Based Learning in Real Scenarios, Fostering Self-Efficacy and Sense of Belonging

Abstract This complete research presents how engaging students in practical, real-world activities within the Project-Based Learning (PBL) approach enhances their sense of belonging and self-efficacy. Situated in the practice course 'Building Processes I' of the Construction Engineering program at a private university in Chile, this study aims to address the issue of low student engagement and motivation within conventional educational settings. By shifting to a PBL paradigm, the course directly tackles these challenges by actively involving students in meaningful and applicable learning experiences. The research employed an experimental methodology, using a validated survey to assess students' sense of belonging and self-efficacy. Participants were twenty-one students enrolled in the "Building Processes I" class. The project-based activity was structured into three phases: planning, execution, and closure. Students engaged in an ongoing project, applying classroom knowledge to plan and execute construction tasks, and concluded by evaluating the project outcomes to identify lessons learned and areas for improvement. The Wilcoxon test confirms that the PBL methodology significantly improves participants' sense of belonging (interactions) and self-efficacy when engaging in projects situated in real-world scenarios. Collaborative activities that involve role assignments and active problem-solving in authentic contexts are particularly effective in enhancing these sociocognitive factors.