Implementing Project-Based Learning (PBL) In Engineering Education: An Analytical Study Of Student Engagement And Learning Outcomes With Statistical Insights

Abstract

Project-Based Learning (PBL) marks a transition from conventional lecture-based teaching to a more experiential, student-focused approach to education. This paper presents an analytical study on the implementation of Project-Based Learning (PBL) in engineering education and its impact on student engagement and learning outcomes. Drawing upon data from multiple engineering disciplines, the study investigates how PBL enhances both academic performance and skill development. Through statistical insights, the research demonstrates that PBL significantly improves student engagement, with both students and faculty expressing high satisfaction with the approach. The study further reveals that PBL fosters critical soft skills, including teamwork, communication, and leadership, in addition to enhancing problem-solving abilities and practical application of theoretical knowledge. A department-wise analysis suggests that PBL can be successfully adapted across various fields, including Computer Science & Engineering, Mechanical Engineering, and Civil Engineering, though the degree of impact varies. These findings underscore PBL's potential to transform engineering education by aligning it more closely with real-world challenges and preparing students for the complexities of modern professional environments.