INVESTIGATING PROJECT-BASED LEARNING FOR STUDENTS’ COLLABORATION IN MOROCCAN HIGHER EDUCATION: STUDENTS' PERSPECTIVES

Abdelilah Jalil, Mohamed Mouhalij

Abstract


Project-Based Learning (PBL) is an innovative teaching method that enables students to learn 21st-century job market skills, become more efficient and contribute to development. This article examines how students’ collaboration is perceived and applied by Moroccan students in the Moroccan higher educational context through the application of the PBL teaching method. It also seeks to explore the challenges they face during its potential implementation. This quantitative study leveraged a questionnaire to collect data from a random sample of university students of English at Moroccan Hassan II University, leading to 90 replies. Utilizing descriptive statistics to analyze the collected data, the study indicates that students hold positive attitudes towards PBL as it helps them understand and remember material better, develop teamwork and collaboration skills, prepare them for real-world problem-solving and increase their motivation and engagement. However, the study detects significant challenges for the surveyed students, such as their professors’ unclear guidelines and objectives about PBL, working in mixed-ability groups, managing unequal contributions from their peers and the time-consuming nature of PBL. This may render their experience with PBL rather stressful and frustrating. The research outcomes present key implications for professors, faculty members, students and policy makers to implement effective strategies for PBL adoption.

 

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Keywords


higher education, PBL, collaboration, Morocco, EFL

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i10.6251

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