Collaborative project-based learning in basic statistics course: its impact on problem-solving ability and 21st century skills

Abstract

This study aims to analyze the effectiveness of Project-Based Collaborative Learning (CPBL) in a Basic Statistics course, particularly in enhancing students’ problem-solving ability and 21st-century skills. A quasi-experimental design employing a pretest–posttest control group model was implemented with two classes serving as the experimental and control groups. The research instruments included a statistical problem-solving test, a 21st-century skills questionnaire (critical thinking, collaboration, communication, and creativity), and observation sheets on students’ learning activities. The results revealed that students in the experimental group showed a significantly higher improvement in problem-solving ability (gain = 0.64) compared to the control group (gain = 0.39). Furthermore, CPBL significantly improved students’ 21st-century skills, especially in collaboration and critical thinking. These findings confirm that the CPBL model is effective in fostering both academic achievement and essential 21st-century competencies relevant to the demands of modern higher education.