Exploring Students perceptions of their learning experience and self efficacy in physics online class with project based learning

TL;DR

This study explores how students perceive online project-based learning in physics, focusing on its impact on their self-efficacy, through qualitative analysis of their experiences and preferences.

Contribution

It provides novel insights into students' perceptions of PBL and self-efficacy in online physics classes, highlighting strategies for effective implementation.

Findings

Students have diverse perceptions of PBL based on their character

Key experiences act as catalysts in learning process

PBL influences students' self-efficacy in physics

Abstract

Project Based Learning (PBL), recognized as an active learning strategy, has been linked to self efficacy of student in prior studies, including those within Physics Education Research. Meanwhile, technological advancements have significantly facilitated the optimization of diverse learning modes, including online learning. However, comprehensive investigations addressing questions such as how students perceive PBL and their self efficacy, what forms of PBL design they prefer, and what benefits and challenges they encounter during its implementation remain underexplored in existing literature. This study sought to uncover the experiences of ten students through longitudinal observation in an online PBL Physics class, focusing on its influence on their self efficacy within a phenomenological study. Data were collected via semi structured, in depth interviews. Social Cognitive Theory, Self Efficacy theory of Bandura, and theoretical framework for the impact of project based learning on educational outcomes were employed as guiding frameworks to shape the interpretation of students experiences and perspectives. Through Interpretative Phenomenological Analysis (IPA), the researchers identified four primary themes representing the experience of students. There are, variety of unique learning experiences based on students perceptions about their character, pivotal experience as a catalyst in the learning process, student self efficacy in Project Based Learning, and self reflection based on prior experience. The findings contribute novel insights for educators in implementing PBL, particularly in online contexts, by highlighting strategies to accommodate diverse student personality characteristics. Moreover, the study provides helpful references for longitudinal research on the interplay between PBL and self efficacy.