Evaluation of the Effectiveness of Project-Based Learning: Significant Learning in the Subject of Programming and Algorithm for Engineering Careers

Currently, higher education is oriented towards competency-based teaching, promoting meaningful learning. Many universities in our country are implementing a student-centered teaching-learning model, where the teacher acts as a facilitator through educational innovation projects. However, there remains a need to evaluate the effectiveness of these practices. This study describes an empirical experience of incorporating project-based learning as active methodologies in the context of higher education, focusing on meaningful, dynamic, participatory learning, and the autonomous development of students. Students from various majors from the Faculty of Engineering participated: 56 from Civil Engineering in Computing, 15 from Civil Engineering in Metallurgy, 9 from Civil Industrial Engineering (all at level 100), and 16 from Civil Engineering in Mines (level 400). The students worked on a graphic visualization project of data linked to their careers in the subject of Programming and Algorithm. The exploratory and descriptive study used questionnaires as verification methods to measure approaches to teaching (ATI), learning processes (SPQ), course experience (CEQ), satisfaction with methodological innovation, and autonomous work. The results obtained indicate that the implementation of active methodologies in the classroom significantly contributes to the development of learning.