Factors of Project-Based Teaching That Enhance Learning Interest: Evidence from Construction Contract Management Course

Abstract

Construction contract management is an important research field in engineering. However, in construction contract management courses, student learning interest is decreasing because of unreasonable course design and management. Consequently, the use of project-based teaching (PBT) has increased in recent years. Nevertheless, there has been little research conducted to provide evidence that highlights the role of PBT among the factors of learning interest. This study aimed to investigate the factors that promote learning interest in PBT courses. First, we identified research gaps with a literature review and developed a potential research model. Second, a PBT course was carried out where 71 Tsinghua University students who attended the course were surveyed via 5-point Likert-scale questionnaires. Third, data were analyzed using the Wilcoxon signed-rank test and the ordinal logistic regression model. Finally, the results were interpreted and discussed. Our findings show that there is a significant improvement in students’ learning interest towards the related course after the PBT method was adopted and that pedagogical factors, specifically (1) curriculum scope and sequence, (2) collaboration and communication, and (3) workload are the most salient factors that can influence student learning interest. None of the dispositional factors were found to significantly affect student interest. These results underpin the theoretical validity of PBT and can be used to improve PBT in engineering education management.