Project and Problem–Based Learning: Annotated Bibliography

Baculio, Shanen Jhay

Bonghanoy, Christine Joy

Bongosia, Cherrie Lou

Butad, Bea Abegael

Lloren, Rhiza Mabelle

Quibol, Narjelyn

LED 68: Technology for Teaching and Learning 2

March 3, 2025
 Problem-Based Learning: Annotated Bibliography

Yew, E. H., & Goh, K. (2016). Problem-based learning: an overview of

its process and impact on learning. Health Professions
Education, 2(2), 75–79.
[Link]

This paper states that problem-based learning is an effective

teaching and learning approach, especially in enhancing
students' long-term knowledge applications and retention. It
reveals that a causal model is necessary in completing the
sequential PBL process: problem analysis, self-directed learning,
and reporting. However, another reviewed study emphasizes
that problem engagement is more important, leaving a question
as to what specific component of problem-based learning has
more impact on student learning. This article provides an
overview on the process of problem-based learning and the
effectiveness of PBL.

Both authors hold deputy director positions, one from the

Office of the Provost at Singapore Management University, and
the other from the Centre for Educational Development at
Republic Polytechnic in Singapore. This paper was peer-reviewed
by King Saud bin Abdulaziz University for Health Sciences and
was cited by 401 related works. Although it provides a
comprehensive review regarding the effectiveness of PBL, it
needs further studies to understand which phase of PBL has the
most contribution to its effectiveness on student learning.

This article contributes to understanding of problem-based

learning by outlining its effectiveness in fostering long-term
knowledge retention and skill development. It also provides
practical insights into the key components of PBL that highlight
the importance of problem engagement and the need for further
studies to enhance its implementation.

Dutta, S., He, M., & Tsang, D. C. (2022). Problem-based learning as an

assessment: enhancing students’ connective learning and
constructive learning. Journal of Educational Research and
Reviews, 10(6), 83–92.
[Link]

This research study implemented a problem-based learning

assessment as a pedagogic tool in the university of Hong Kong
Polytechnic, China where students participated in a problem-
solving task anchored to real-life scenarios. The problem-based
assessment was summative in nature and contributed to the
25% of the student’s course assessment, which was structured
and designed to motivate the involved learners on the learning
theories under constructivism and connectivism. The study used
 pre and post test questions in evaluating the performance of PBL
approach for the quantitative data while students’ feedback at
the end of the assessment were collected to gather qualitative
data and base on the results, it reveals that problem-based
approach (PBL) significantly improved students learning attitude,
active engagement, collaboration, overall learning and career
development.

The authors of the study are PhD holders and professors at

the Hong Kong Polytechnic University while Dr. Tsang is a
professor at the Hong Kong University of Science and Technology.
The research paper was published under the Journal of
Educational Research in December 2022; however, it is not
indicated that the research paper was peer reviewed by other
authors.

Overall, this article highlights the positive effect of

problem-based learning as an assessment in enhancing the
students' connective and constructive learning that is beneficial
in students' understanding, active engagement and life skills
development.

Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2015).

Deep and surface learning in problem-based learning: a review
of the literature. Advances in Health Sciences Education, 21(5),
1087–1112. [Link]

This article argues that problem-based learning enhances deep

learning compared to surface learning. PBL is believed to foster
deep learning by engaging students in active problem-solving
and cultivating their ability to learn independently. It was also
found that PBL's positive impact on deep learning is likely
boosted by increased student motivation through self-directed
learning. This paper reviewed twenty-one studies within the
specific problem-based learning to examine how PBL affects
students' surface and deep approaches to learning.

The authors are affiliated with reputable universities in the

Netherlands and Belgium, and they represent a mix of expertise
in educational development. This paper is also partly supported
by the Research Fund of the University of Antwerp and the
Limburg University Fund SWOL, Maastricht University of
Netherlands. Even though the paper offers reviews from various
works, the studies included only made use of self-report data
rather than students’ actual behavior, which is why it needs
further studies for stronger evidence.

The article provides a wide perspective of the effects of

PBL on students’ deep and surface approaches to learning and
why these effects do differ across the context of the learning
 environment and study quality. It shares insights regarding the
importance of using a validated instrument and not relying too
much on self-report data to ensure strong evidence and unbiased
results.

Rediyino, N. (2025). Implementation of problem-based learning to

improve students’ motivation. Journal Penelitian Pendidikan IPA,
11(1), 1099-1105. [Link]

This study aims to describe the implementation of Problem-

based Learning (PBL) model assisted by interactive multimedia
at Jatisari 3 Bekasi State Elementary School in assessing the
student’s motivation and engagement in learning. The study
uses various methods in data collection specifically by adopting
the STAR approach (Situation, Challenge, Action, Reflection of
Results and Impact). The effectiveness of the problem-based
projects and multimedia assignments in creating a dynamic and
collaborative learning was discussed however technical
challenges were identified highlighting the need for further
investments on technological infrastructure and teacher training.
The study concluded that interactive multimedia assisted
problem-based learning models contribute a positive impact in
the learner’s motivation, participation and understanding. The
use of Problem Based Learning Models can increase student
learning motivation in Elementary schools (Roni, 2022).

This open access article is published under a Creative

Commons Attribution 4.0 International License by the Jurnal
Penelitian Pendidikan IPA, featuring scientific articles that present
research findings in the fields of science, technology, and science
education. The article underwent a review by multiple authors in
accordance with the publication's guidelines and requirements;
however, the author biography and details beyond the affiliation
with Pancasetia College of Economics Banjarmasin were not
provided, which indicates that additional assessment of the
author's background is necessary to confirm the paper's
credibility.

The research study demonstrates a notable positive

influence on the learning motivation of elementary school
students and highlights how multimedia can effectively aid in
fostering conceptual comprehension. Additionally, it
encompasses new insights into creative educational approaches,
particularly the technical limitations, to ensure that upcoming
studies and implementations take technological advancements
into account for a smooth implementation.
Lim, T. (2023). Problem-Based Learning: benefits, challenges, and the
way forward. Innovations and Challenges in Cambodian
Education: Youth’s Perspectives.
[Link]
benefits-challenges-and-the-way-forward/

This paper argues that PBL is a teaching method that prepares

and enhances students' critical thinking skills, analytical skills,
communication skills, creativity, collaboration, problem-solving,
and leadership, which are all significant in the 21st century. It
states that PBL is one of the most effective teaching methods as
it allows learners to solve real-world problems on their own, and
a teacher can help learners by creating a well-designed topic for
PBL. In the process, the students will develop skills such as
teamwork, managing projects and holding oral and written
communication, self-awareness and evaluation of group
processes, independent working, critical thinking and analysis,
explaining concepts, self-directed learning, applying course
content to real-world examples, researching and information
literacy, and problem-solving across disciplines. However, in
implementing the PBL method, it will also challenge teachers
when it comes to designing a real-world problem that will work
well with problem-based learning, creating problems that
teachers are uncomfortable due to lack of deep understanding
about, or the issues that students face during the process, and in
letting the students learn to accept its failure as a way of
learning. Despite the challenges, if teachers organize and
develop a well-designed problem that suits PBL, it has the
potential to enhance students' skills that are important in the
21st century, and it will be advantageous to students in facing
life challenges in the near future.

The author is an academic assurance quality officer at the

Royal University of Phnom Penh, Cambodia, and an English
master of education. This work was edited by Kimkong Heng,
Koemhong Sol, Sopheap Kaing, and Sereyrath Em, a team of
highly qualified educational researchers with diverse expertise
and extensive experience in Cambodian higher education.

With its insightful information, it helps me better

understand what problem-based learning is. It taught me
valuable knowledge that I could significantly apply in the future
as well as its relevance in developing skills that are needed by
the learners, especially in the 21st Century. Also, in improving
the student's lives when they face challenges along the way.
Hence, problem-based learning is crucial to have a progressive
learning not just inside the classroom but also in real world
situations.
 Project-Based Learning: Annotated Bibliography

Markula, A., Aksela, M. (2022). The key characteristics of project-based

learning: how teachers implement projects in K-12 science
education. Disciplinary and Interdisciplinary Science Education
Research volume 4, 2 [Link]
x

This study aims to research the key characteristic of project-

based learning and how the teachers employ them in the context
of science education. Data for this study were collected from 12
schools involved in such international programs, utilizing
deductive and inductive content analysis on teacher and student
materials. Findings revealed that PBL effectively promotes
collaborative learning, technology use, and scientific practice;
however, teachers had difficulties implementing driving
questions and student-led learning goals. The study,
nevertheless, found that probably the most important thing that
teachers must keep in PBL was soft skills over core content
learning. In this regard, there's a lot of scope to improve teacher
training and curriculum integration for PBL.

The authors of this study are faculty member of University

of Helsinki, Helsinki, Finland. The study is also peer-reviewed
which add to its credibility. However, the study's scope restricted
the assessment of student-centeredness, relying on inferences
rather than direct observation because only videos and written
descriptions are required.

The framework developed within this research can be used

to further enhance PBL implementation and design in sciences
education. This can also provide practical insights for educators
into the challenges and successes of implementing PBL in K-12
education, and highlight areas for teacher training, as well as the
curriculum can be strengthened.

Pan, G., Seow, P., & Shankararaman,V. (2021). An exploration into key
roles in making project-based learning happen: Insights from a
case study of a university. Journal of International Education in
Business. 14, (1), 109-129.

The study explores the application of project-based learning and

understanding how it can be effectively delivered in a university
setting. This paper examined the roles of teacher and students in
a project-based learning course as it embodies the learning
pedagogy “learning by doing” through an in-depth case study of
 PBL courses taught in UNI-X’s undergraduate curriculum. Results
suggest that the teacher plays the role of designer, champion,
facilitator, and manager in a project-based course. To ensure
learning is effective, student should play the role of self-directed
and warrior when completing a project. Furthermore, this study
also analyzed the role conflict and its impact on PBL process and
found out that role conflict might arise if the teacher has no clear
idea on his/her role, task, and responsibility which may lead to
dissatisfaction and lower performance. Such findings emphasize
the important elements that contribute to effective PBL and
provide insights about student-centered learning and teacher
guidance role.

The authors of this study are deans and professors of

Singapore Management University, and mostly awardees for
educator and research awards. This study is published in the
Journal of International Education in Business, a peer-reviewed
journal, which has undergone rigorous evaluation process from
experts in the field. However, the single case study involving 26
participants from UNI-X, a Singaporean university, places
limitations on the study findings because not all insights
gathered could be directly applied in all PBL environment.

This study provides useful insights for educators to

understand more the roles that teacher and students should play
in the learning process. It also guides the teacher on how to
effectively facilitate PBL, gearing towards student-centered
approach in learning and move away from traditional method.

Evenddy, S. S., Gailea, N., & Syafriza, I. (2023). Exploring the benefits
and challenges of project-based learning in higher education.
PPSDP International Journal of Education, 2(2), 458-469.

This study examines the benefits and challenges of Project-Based

Learning (PBL) in higher education through a comprehensive
literature review and survey analysis. The authors highlight key
benefits, including increased student engagement,
interdisciplinary collaboration, and the development of problem-
solving skills. The study also identifies several challenges, such
as faculty resistance, curriculum design complexities, and time
and resource constraints. Strategies to overcome these obstacles
are discussed, including faculty training, curriculum alignment,
and effective project management frameworks. Overall, the
study provides insights into the implementation of PBL and its
impact on student learning experiences in higher education
settings.

The article is published in the PPSDP International Journal

of Education, a peer-reviewed academic journal, ensuring
credibility and reliability. The authors are affiliated with
 Universitas Sultan Ageng Tirtayasa, an established university,
adding to the study’s academic credibility. Although the study
provides valuable insights, it primarily focuses on higher
education, limiting its applicability to K-12 education. Moreover,
as a review study, it relies heavily on secondary sources rather
than original empirical data.

This source is highly relevant for educators, administrators,

and policymakers seeking to implement or refine PBL in higher
education. It provides a balanced perspective on both the
advantages and the challenges of PBL, offering practical
strategies for successful integration. The study’s emphasis on
curriculum design, faculty training, and interdisciplinary
collaboration makes it a valuable resource for institutions aiming
to enhance student-centered learning experiences.

Vega, V. (2012, December 3). Project-based learning research review:

Evidence-based components of success. Edutopia. Retrieved
from [Link]
components

This article emphasizes the importance of a research-based

approach to Project-Based Learning (PBL) to achieve positive
educational outcomes. It provides educators with research-
backed recommendations for successfully integrating PBL into
the classroom. The author argues that implementing well-crafted
project design, structured student collaboration, and
assessments that support student success are key factors in
achieving an effective PBL implementation. Evidence suggests
that PBL promotes long-term learning experiences for students
and enhances their engagement and problem-solving skills.
Additionally, the article highlights effective teaching methods
that align with PBL principles and contribute to meaningful
learning.

The author, Vanessa Vega, is an educational researcher

with contributions to the field of teaching and learning. The
article is published on Edutopia, a platform known for promoting
innovative educational strategies. However, the paper advocates
only for PBL without a balanced discussion of potential
drawbacks or alternative pedagogical approaches. This one-sided
perspective may limit a comprehensive understanding of PBL’s
challenges.

This source is valuable for educators and researchers

seeking evidence-based insights into the effective
implementation of PBL. It provides practical recommendations on
designing and assessing PBL activities to maximize student
success. Although it focuses mainly on the benefits, it serves as
 a useful guide for those looking to enhance their understanding
of best practices in PBL integration.

Isnani, T. (2023). Implementation of project-based learning approach in

improving critical thinking skills of elementary school students.
Jurnal Ar Ro'is Mandalika (ARMADA), 3(1).
[Link]

This study focuses on the techniques used in the implementation

of Project-Based Learning (PBL), which strongly argues that PBL
is an effective approach for enhancing critical thinking skills for
elementary students. It employs a qualitative analysis based on
a literature review and library research. The study highlights that
PBL is more advantageous than traditional learning practices, as
it emphasizes strategies that promote higher-order thinking
skills, foster active learning, and encourage problem-solving
skills. Furthermore, the use of real-world projects encourages
students' creativity and innovation.

The author of this paper is Tuti Isnani, an Indonesian

researcher and educator affiliated with Institute Agama Islam
Negeri (IAIN). Her research focuses on the educational system
and learning outcomes. The article is published in the Jurnal Ar
Ro'is Mandalika (ARMADA), an open-access journal with a good
number of citations. However, it solely focuses on the positive
aspects and lacks peer review, which suggests that it might not
have been thoroughly assessed by experts in the field.

To sum it up, this paper serves as a bridge, helping

readers, students, parents, and especially educators to integrate
classroom strategies such as designing meaningful projects,
incorporating digital technology, and creating a supportive
classroom environment in order to develop the ability to engage
in authentic learning experiences. Lastly, it addresses the
challenges of implementing PBL, offering suggestions for
overcoming logistical constraints, adapting teaching practices,
and ensuring equitable access for all students.