Project-based learning in life sciences statistics courses: Dynamics, pitfalls, and educational gains
DOI:
https://doi.org/10.52041/iase25.105Abstract
This study explores how project-based learning (PBL) enhances statistics education for students in the two departments—biotechnology and medical laboratory sciences. Semester-long practical projects enable students to simulate real-world data analysis and develop research skills by selecting topics, building databases, reviewing literature, applying various methods using analytical software, interpreting results, and drawing conclusions. MedLab students, who take the course early in their studies, express strong motivation to take initiative and work independently throughout the project. In contrast. Biotechnology students, who are at a more advanced stage in their academic studies, rate communication with peers and lecturer very high. The study draws on two surveys: a Likert-scale questionnaire completed by 64 students to assess PBL experiences, and an open-ended survey of 27 students analyzed using natural language processing to identify sentiment and themes. Findings reveal key differences and similarities, informing how PBL can be tailored to enhance learning in STEM education.References
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