Perceptions of Project-Based Learning Among Diverse Non-STEM Students: The Role of Quantitative Preparedness and ADHD Status

Project-based learning (PBL) is increasingly used in higher education to promote authentic, collaborative, and applied learning experiences. However, limited evidence exists regarding how students with varying levels of quantitative preparedness and ADHD experience PBL in introductory analytics courses. This study examined students’ perceptions of PBL in introductory statistics and data mining courses taught within non-STEM undergraduate programs. Survey data were collected from 414 students and analyzed using exploratory PCA, reliability analysis, descriptive statistics, and two-way multivariate analysis of variance. Subsequent analyses focused on two theoretically derived composite dimensions: Engagement and Value, and Autonomy. Quantitative preparedness was significantly associated with students’ perceptions of PBL, whereas ADHD status alone was not associated with either dimension. Students with lower quantitative preparedness reported higher levels of engagement and perceived value than their more highly prepared peers. An exploratory interaction between quantitative preparedness and ADHD status was observed for the Engagement and Value dimension. The findings suggest that structured project milestones, authentic datasets, collaboration, and instructor guidance may help foster more inclusive analytics learning environments and support meaningful participation among diverse learners. These findings should be interpreted cautiously because they are based on students’ self-reported perceptions within a single institution.