FROM GROUP TO INDEPENDENT PROJECT WORK: DOES CDIO PREPARE LEARNERS?

Abstract

The aim of this research was to investigate the effectiveness of group project-based-learning (PBL) CDIO based modules, in years 1 and 2 of study, on student’s skills and competence levels in their individual Final Year Projects (Projects). The question is whether students are able to transfer skills from the group based environments to individual Projects. Two questionnaires (QNRs) were given to Project students; a pre-project questionnaire (QNR1) and a post-project questionnaire (QNR2), to gauge self-awareness of project planning, skills confidence, independence, and the importance of their Project advisor. Following completion of their Projects, students were also invited to participate in focus groups. QNR1 and QNR2 were completed by 37 (45% of cohort) and 36 students (43%) respectively, 13 of which were paired responses between the QNRs. Seven students attended focus groups for further discussion. Results from QNR1 suggested students felt a high level of responsibility for all phases of their Projects, however, they also indicated a reliance on their advisors (QNR2), which suggests they are not always confident with individual work. Focus groups also suggested that some students found the transition from group work to an individual project challenging. QNR1 students perceived themselves as good planners, though by QNR2 that perception had decreased, with 14% of students indicating that they always ‘ran behind’. Our results suggest that our CDIO programmes do equip students with confidence in a variety of key skills, including independence and ownership of project work. The results also suggest that there is a need to further develop these skills, including time management, and to ensure students’ confidence is a true reflection of competence. It has also indicated that programmes should be designed to more effectively aid students in the transition from group to individual project work.