Projects Boost Learning

  Summary of Crawford, Carmona, & Kumar (2024)

Background & Existing Knowledge
Active, student-centered learning methods—especially project-based learning (PBL)—enhance deeper understanding and real-world skill development. However, few studies compare perceived and actual learning outcomes, particularly in health education contexts.

New Insights from This Study
✔ PBL improved both self-reported and actual learning in a health promotion course.
✔ Students underestimated their knowledge gains despite strong results.
✔ The collaborative PBL assignment was rated positively by all learners.

Practical Applications: How Educators Can Use This Research

Instructional Design
📌 Use team-based projects to foster critical thinking and application.
📌 Align project tasks with course competencies and real-world relevance.
📌 Incorporate both formative and summative assessments to track learning.

Equity & Inclusion
📌 Design inclusive projects that reflect diverse community needs.
📌 Engage underrepresented students through culturally responsive topics.
📌 Offer opportunities for group support and collaborative leadership.

Reflective Assessment
📌 Combine perceived learning surveys with objective outcome measures.
📌 Encourage students to reflect on their misconceptions and growth.
📌 Use assessment data to adapt teaching strategies for future cohorts.

Conclusion
Project-based learning supports authentic engagement, bridges the gap between theory and practice, and enhances learning outcomes—particularly in health promotion and with diverse student populations.

Key Words
health education, project-based learning, student outcomes, self-perception, underrepresented learners

Reference
Crawford, L. K., Carmona, K. A., & Kumar, R. (2024). Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes. Pedagogy in Health Promotion, 10(4), 241–249. https://doi.org/10.1177/23733799241234065

Suggested Citation
Ross, E. M., & Malar, D. B. J. (2025). Projects Boost Learning. Excellent Educator, 2(9), 2.