Effect of Project-Based Learning on Artistic Skills of Vocational High School Students

Background and Aims: This study addresses the gap between technical training and creative competence development in vocational art education, a persistent challenge in China's vocational education reform. Grounded in constructivist and experiential learning theories, this study aimed to: (a) compare vocational high school students' artistic skills before and after Project-Based Learning (PBL), (b) compare post-PBL skills against a 70% competency criterion, and (c) assess student satisfaction with PBL. Methodology: The sample comprised 50 first-year art students from a Kunming vocational school, selected via cluster random sampling. A one-group pretest-posttest design was employed. Instruments included six PBL lesson plans, a reliable artistic skills assessment rubric (ICC=0.82), and a student satisfaction questionnaire. Data were analyzed using paired sample t-tests, one-sample t-tests, and descriptive statistics. Result: Results indicated a statistically significant improvement in posttest artistic skill scores (M = 76.34, SD = 4.03) compared to pretest scores (M = 65.92, SD = 5.30, p <.001), with a very large effect size (Cohen's d = 2.62). This 10.42-point increase represents a substantial educational gain. Posttest scores also significantly exceeded the 70% criterion (67.2 points), p <.001. Furthermore, student satisfaction was very high (M = 4.52, SD = 0.50). Conclusion: The study concludes that PBL is an effective instructional approach for enhancing artistic skills and meeting competency standards in vocational art education, supporting learner-centered reform and offering practical implications for curriculum design in vocational schools.