Teacher support, student engagement, and learning in project-based learning: An exploratory two time point analysis

Project-Based Learning (PBL) is a teaching methodology that enhances students’ engagement in learning. While there are some models that seek to comprehensively explain the factors associated with engagement, few studies focus on the process itself to understand the dynamics of PBL that lead to student engagement. This study aims to identify the factors that affect student engagement and performance during the PBL process. This exploratory study focused on a PBL experience conducted over two academic years, involving five secondary schools. Structural equation models were developed to analyze the relationships between the program structure and teacher behavior with student engagement and self-reported learning, both at the beginning and at the end of the project. Preliminary results from the study suggest that the initial phase of the project may be important for teachers to foster group autonomy, while in the final phase, it seems advisable to provide structure and emotional involvement in the learning process. This study offers initial evidence that could help promote student engagement in PBL.