# Effectiveness and Design of PBL-Based Project Approach for Non-Major University Computing Courses
## 5 Discussion
These challenges suggest that incorporating expert feedback or structured guidance during peer evaluation phases could improve the overall effectiveness of collaborative activities. Additionally, difficulties in understanding and expanding upon others' code during the project extension phase were reported. Comments such as \"The code used to solve the problem was not suitable for extension\" emphasize the need for reference materials and example code to support students in this process. Providing such resources could enhance the scalability and adaptability of PJBL activities in future iterations. While the standard deviations for most metrics indicated consistent responses, a slight increase in variability was observed for certain items in the first semester of 2024. This suggests that students had diverse experiences with the PJBL approach. Prior studies, such as [PERSON] and [PERSON] [29] and [PERSON] and [PERSON] [33], highlight that variability in PBL outcomes often arises from differences in task complexity, prior knowledge, and the alignment of instructional design with student needs. To address this, future course iterations could integrate diagnostic assessments at the beginning of the semester to gauge students' initial knowledge and readiness for PJBL activities. This approach could inform tailored scaffolding strategies, reducing disparities among students. Additionally, incorporating structured milestones and supplementary resources throughout the course, as recommended by [PERSON] et al. [30], could ensure more equitable and supportive learning environments. The findings of this case study suggest several improvements for future iterations of the course:  
1. Enhanced Feedback Mechanisms: Incorporating structured expert feedback alongside peer evaluations could address the variability in feedback quality and provide students with more actionable insights. 2. Workload Adjustments: Reducing the intensity of project phases or distributing the workload more evenly throughout the semester could alleviate the burden on students, making PJBL more accessible. 3. Support for Code Reuse and Extension: Providing example codes and reference materials could help students adapt and expand upon existing solutions more effectively. 4. Diagnostic Assessments: Implementing early assessments to identify varying levels of prior knowledge could inform more personalized support strategies. This case study contributes to the growing body of literature on PJBL by demonstrating its potential effectiveness in non-major computing education. By emphasizing collaborative and structured project phases, this study highlights how PJBL can enhance creative problem-solving, computational thinking, and collaboration skills among students who do not major in computing. However, this study is not without limitations. The absence of teacher and administrator perspectives limits the comprehensiveness of the findings. Additionally, while the analysis focused on short-term outcomes, longitudinal studies are needed to assess the long-term impact of PJBL on students' problem-solving and teamwork abilities. Future research should incorporate these perspectives and explore strategies for further optimizing PJBL implementation. In summary, this case study provides strong evidence supporting the use of Project-Based Learning (PJBL) as an effective instructional method for non-major computing education. By addressing the challenges and incorporating targeted improvements, future courses can further enhance the learning experience, ensuring that PJBL remains a valuable tool for bridging theoretical and practical knowledge in diverse educational settings.