Effective feedback strategies in project based learning to improve the quality of Higher Education

Abstract

Project-Based Learning (PBL) is an innovative methodology that encourages active learning and collaboration among students, enhanced by effective feedback strategies that elevate educational quality. The objective of this research is to evaluate the effectiveness of Project-Based Learning on the academic performance and satisfaction of students in the Business Administration program, through the implementation of multidisciplinary and collaborative strategies. An experimental, descriptive and longitudinal design with a mixed approach was used. The quantitative part focused on data collection on the perception of PBL, academic performance and student satisfaction, while the qualitative part addressed teacher feedback through interviews and training. The results indicate that students experienced significant improvements in their performance, reaching higher levels on the evaluation scale, especially in the categories of "Excellent" and "Very good". PBL also favored the development of skills such as critical thinking, communication, problem solving and teamwork. Students were satisfied with the clarity of expectations, the time to understand the contents and the feedback received. However, challenges were presented related to limited time to offer personalized feedback. It was concluded that PBL has improved academic performance and the development of key skills in students, promoting collaboration and teamwork. Although overall satisfaction is high, areas for improvement were identified in feedback, group motivation and time management in the academic curriculum.