Problem-based Learning in A Theoretical Course in Civil Engineering - Students’ Perspectives

Oct 15, 2026

Over half a century after problem-based learning (PBL) entered higher education, rigorous evidence on its impact in civil engineering remains limited. This study evaluates students’ perceptions of PBL in a semester-long civil engineering course where students create exhibition artifacts demonstrating geological phenomena. Formative and summative assessments plus a survey from 150+ students show high satisfaction, soft-skill benefits, and greater reported satisfaction among an ethnic minority group, supporting equality-related outcomes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Problem-based learning origins and principles

PBL in engineering education and soft skills

Research gap in civil engineering

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | 2022: VOLUME 10 ISSUE 3 DOI: 10.18260/3-1-1153-36033 Problem-based Learning in A Theoretical Course in Civil Engineering: Students’ Perspectives GALI NAVEH DAGAN BAKUN-MAZOR DORITH TAVOR Shamoon College of Engineering AMIT SHELEF Sapir Academic College ABSTRACT More than a half century has passed since the first integration of problem-based learning (PBL) in higher education teaching. Despite the extensive investigation focused on this pedagogy, rigorous research on the impact of PBL in civil engineering is limited. Thus, this study aims to provide a thorough evaluation of students’ perceptions of PBL in a civil engineering course. The course was designed based on best practices from the literature while addressing, with the intent to minimize, the inhibitors of PBL success indicated in past research. The semester-long project was focused on creating an artifact to demonstrate geological phenomena chosen by the students, to then be displayed in an exhibition. The course included formative and summative assessments of students’performance throughout the semester. Data was collected and analyzed methodically from over 150 students from two cohorts, one with a one-year post-course perspective, using a survey. The results indicate high satisfaction with several aspects of the course, including the perception of soft skill development. The analysis also showed that students from an ethnic minority group had significantly higher satisfaction and perceived benefit from the course. These findings demonstrate the possibility of turning a theoretical civil engineering course into a valuable PBL course, suggesting that PBL may promote greater equality for ethnic minority groups. Key words: Problem-based learning, Civil engineering, Students perception INTRODUCTION For decades, accumulated evidence indicates the inadequacy of engineering graduate skills to meet industry needs (Mills and Treagust 2003; Beagon, Niall, and Ní Fhloinn 2019) . Notwithstanding having 46 2022: VOLUME 10 ISSUE 3 ADVANCES IN ENGINEERING EDUCATION Problem-based Learning in A Theoretical Course in Civil Engineering: Students’ Perspectives been proven ineffective in achieving required skills such as teamwork, problem-solving, decision-making, and communication (Mills and Treagust 2003), lecture-based teaching still dominates engineering education. Several processes were initiated to identify the competencies, skills, and qualities required by the engineering graduate (Beagon, Niall, and Ní Fhloinn 2019) . These processes supported efforts to offer pedagogies to facilitate their development (e.g., Akop, Rosli, Mansor, & Alkahari, 2009; Kamaruddin, Kofli, Ismail, Mohammad, & Takriff, 2012) . One such approach is problem-based learning (PBL) . Problem-based learning is an established pedagogy that involves learning through activity. Faculty members in the medical school at McMaster University in Ontario developed PBL in the 1960s (Quinn and Albano 2008) . Problem-based learning commences with presenting an ill-defined problem, which forms the core of the learning process and provides the context and motivation for students’ learning. Thus, PBL is process-oriented and grounded in the constructivist theory (Chinand Chia 2004b) . The PBL concept is based on the assumption that students should not be passive recipients of knowledge because passivity hinders deep understanding of the presented material and its application to real-world situations (Gijselaers 1996) . Moreover, PBL has been shown to promote interest and facilitate the development of transferable skills such as teamwork, communication, negotiation, and innovation (e. g. , Beagon, Niall, & Ní Fhloinn, 2019) . Problem-based learning has been implemented into engineering, and in some unique cases, atthe curriculum level. The most prominent higher ed

FAQs

What was the main goal of the study?

To evaluate students’ perceptions of problem-based learning in a civil engineering course using a semester-long project and structured assessments.

How was the civil engineering course designed in the PBL approach?

The course was built on literature best practices and included formative and summative assessments, with a project focused on creating artifacts demonstrating geological phenomena selected by students.

What did the study find about student satisfaction and benefits?

Results indicated high satisfaction with course aspects, including perceived soft-skill development, and showed that students from an ethnic minority group reported significantly higher satisfaction and perceived benefit.

Oct 15, 2026

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