The impact of project-based learning in physics education on university students’ motivation to learn and metacognition

Abstract

Project-based learning, involving an interdisciplinary approach, can be applied in the treatment of the content of various teaching subjects. It is also applicable at the university level. The aim of this research was to examine whether project-based learning could enhance students’ motivation to learn physics and their metacognitive awareness. Therefore, a pedagogical experiment with one group was applied. The sample consisted of 94 first-year students from the Faculty of Sciences and the Faculty of Technology at the University of Novi Sad. A pedagogical experiment was applied, and statistical analysis of the collected data was conducted. Project-based learning was implemented in addressing the topic of Diffusion and Osmosis, which involves the integration of content from biology, physics, and chemistry. Students created eighteen projects, and their products were video materials. The data collection technique was the use of a questionnaire. The research results showed that there was no significant difference in students’ motivation before and after the implementation of project-based learning. However, a statistically significant difference was found in students’ metacognition before and after the application of project-based learning. The results of this research suggest the need to encourage the implementation of project-based learning in university education with the aim of increasing students’ metacognitive awareness and further enhancing the implementation of project-based learning to positively impact students’ motivation for learning.

Keywords

• metacognition
• motivation to learn
• project-based learning
• university education