Project-Based Learning in Mastering Optical Physics: Enhancing Students' Learning Engagement and Motivation

Abstract

This study investigates the impact of Project-Based Learning (PjBL) on student engagement and motivation in an optical physics course. Traditional teaching methods, often characterized by passive learning, are increasingly inadequate in meeting the needs of modern education. PjBL, which involves active student participation in relevant and captivating projects, offers a promising alternative. The study employs a mixed-methods approach, utilizing surveys, interviews, and classroom observations to assess the effects of PjBL on 45 students over a semester. Quantitative data from pre- and post-course surveys indicate significant improvements in student engagement and motivation, with average engagement scores rising from 3.2 to 4.1 and motivation scores from 3.4 to 4.3. Paired t-tests confirm these increases are statistically significant. Qualitative data from interviews and observations further support these findings, highlighting the benefits of collaboration and hands-on activities in making complex concepts more understandable and the learning process more enjoyable. The results demonstrate that PjBL not only enhances engagement and motivation but also fosters a deeper connection with the course material. Educators are encouraged to integrate PjBL into their teaching strategies to create a more dynamic and effective learning environment. The study underscores the value of interactive and practical learning approaches in advanced scientific education.