Characteristics of Learning Engagement Based on Learner Achievement Levels in a PBL Curriculum: A Corpus-Based Analysis of Reflective Journals

Objectives The study aims to analyze the learning engagement characteristics based on learners' achievement levels in a Project-Based Learning (PBL) curriculum. Through a corpus-based analysis of reflective journals, the research seeks to objectively evaluate and differentiate the emotional, behavioral, and cognitive engagement types of learners. Methods This research employed a corpus-based linguistic approach to analyze the reflective journals of learners from a PBL course. A total of 24 students from C University participated, divided into high-achieving and low-ach-ieving groups. The reflective journals, collected over nine weeks, were analyzed using the AntConc program to ex-tract keywords representing emotional, behavioral, and cognitive engagement. Statistical analyses, including One-Way ANOVA and independent samples t-test, were conducted to determine the differences in engagement types within and between the groups. Results The analysis revealed distinct differences in engagement characteristics between high-achieving and low-achieving learners. High-achieving learners exhibited higher levels of emotional, behavioral, and cognitive engagement, reflected in a greater frequency of keywords related to these dimensions. The differences were statistically significant, highlighting the need for differentiated instructional strategies to cater to varying learner needs. Conclusions The findings emphasize the importance of tailoring educational strategies to the individual needs of learners based on their engagement patterns. This approach can enhance the effectiveness of PBL by fostering deeper and more meaningful learning experiences. The study contributes to the development of targeted teaching methods that support both high-achieving and low-achieving students, ultimately improving overall learning outcomes.