Higher Education Instructor's Perceptions of Student Motivation and Academic Success When Implementing Project-Based Learning: A Transcendental Phenomenological Study

The purpose of this transcendental phenomenological study was to understand the lived experiences of instructors on the perceived impact of project-based learning on their students. Project-based learning was generally defined as a student-focused instruction method that instructors can utilize. This research shed light on the gaps in the study regarding instructors’ perception of the effects of project-based learning on their students’ motivations and academic success. Most available research discussed student perceptions of project-based learning. This research also aimed to identify project-based learning as a possible solution to the decline in students’ motivation and academic success in a post-pandemic world. The study utilized a theoretical framework that focuses on Kolb’s theory of experiential learning and Dewey’s theory of pragmatism. This study utilized a qualitative transcendental approach to examine instructors’ perceptions of the impact of project-based learning. The research focused on determining the higher education instructors’ lived experiences regarding the effects of implementing project-based learning in their classrooms. The study included 10 participants. The sites included higher education institutions in Texas, Pennsylvania, and Massachusetts. Participants underwent semi-structured interviews, were given journal prompts, and completed a questionnaire. The data was analyzed by identifying common themes, subthemes and triangulating the results. The main themes identified were impact, challenges in implementation, integration with traditional methods, student outcomes in project-based learning environments, and changes in pedagogical approaches post pandemic. The data showed that project-based learning should be balanced out with traditional instructional methods.