A Study on Growth Factors of Students in PBL Courses: Focusing on Changes in Social Networks and Approach to Courses

Abstract

This paper investigates possible the factors that contribute to the growth of students who have taken Project Based Learning (PBL) courses. The study examines how changes in social networks relate to self-efficacy and rubric difference scores, and how the way students approach classes relate to the rubric. In the research, correlation analysis was performed for each variable. The result showed that changes in the density of the network surrounding students were related to individual self-efficacy and the rubrics’ “communication,” “working in a team,” and “thinking things through.” Furthermore, in terms of how students approached the subject, “Ingenuity approach within the framework,” “service,” and “instructor’s instructions” were related to the rubric. This suggests that in future PBL courses, “increasing the density of the social networks among students” will improve learning outcomes.