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Project-based learning (PBL) has gained prominence as an effective approach to fostering autonomous learning in Computer Science education. This study investigated the impact of PBL on student learning experiences, involving 169 participants. Data collection employed a closed-ended questionnaire and semi-structured interviews. Quantitative analysis, utilising descriptive and inferential statistics, revealed strong student performance in the Analysis, Planning, Design, and Communication and Presentation phases. However, challenges were noted in the Development and Testing phases, with Project 3 (PRJ303) students exhibiting significantly better performance than Project 1 (PRJ101) and Project 2 (PRJ202) peers. Qualitative analysis of interview data unveiled key themes, including independent learning, team dynamics, guide relationships, real-life project experiences, output orientation, and challenges associated with project-based learning. Despite challenges such as time constraints and team complexities, the study underscores the myriad benefits of PBL, ranging from real-world application and critical thinking development to collaboration and independent learning. The findings advocate for the integration of PBL in university curricula, emphasising the cultivation of skills such as independent learning, teamwork, mentorship, experiential learning, and project management. The positive outcomes observed in students' learning and skill development outweigh the challenges, making a compelling case for the widespread adoption of PBL in Computer Science education.
Dema et al. (Thu,) studied this question.