# Effectiveness and Design of PBL-Based Project Approach for Non-Major University Computing Courses
## 5 Discussion  
The comparative analysis of course evaluation metrics between the control group (2023) and the experimental group (2024) in this case study shows consistent improvements across all items. These findings strongly indicate that implementing Project-Based Learning (PJBL) positively impacted student learning experiences. For instance, significant gains were observed in teaching method effectiveness (mean increase from 4.43 to 4.77), systematic practice organization (mean increase from 4.37 to 4.74), and overall satisfaction (mean increase from 4.57 to 4.74). These results align closely with prior research highlighting the benefits of PJBL in fostering systematic and engaging learning environments [21; 29; 30; 31]. This consistent improvement underscores the efficacy of PJBL in not only increasing student satisfaction but also fostering a more structured and coherent educational experience [5]. By emphasizing long-term projects and collaborative problem-solving, the PJBL approach in this study successfully bridged the gap between theoretical concepts and practical application, particularly for non-major students. The analysis of open-ended responses highlights both the strengths and challenges of the PJBL approach. Students reported that the integration of coding and algorithm concepts into practical projects greatly enhanced their understanding of computational problem-solving. Comments such as \"The combination of practice sessions and projects made the course structure feel more systematic\" suggest that the alignment of theoretical knowledge with hands-on projects was a crucial element in enhancing learning outcomes. Additionally, students appreciated the diverse assessment approach, combining written exams with long-term projects. For instance, one student noted, \"The final project helped me understand not just coding basics, but how to create practical outputs that I can actually use in real-world scenarios and potentially apply in my major field\", highlighting the role of PJBL in demonstrating the practical utility of learned skills and fostering confidence in their future applicability. The formal comparison between the control group (2023) and the experimental group (2024) reveals notable differences in learning outcomes. While both groups received identical theoretical instruction and programming exercises, the experimental group showed significant improvements across all evaluation metrics due to the introduction of PJBL. Key findings include the following:  
1. Teaching Method Effectiveness: The experimental group's mean score increased significantly compared to the control group (4.77 vs. 4.43), reflecting enhanced perceptions of instructional quality. 2. Systematic Practice Organization: The PJBL model's structured phases led to notable improvements (mean score of 4.74 for the experimental group vs. 4.37 for the control group). 3. Participation and Feedback: The experimental group benefited from collaborative feedback and coding extensions, resulting in higher engagement (4.78 vs. 4.51). This comparison highlights that the PJBL approach fostered deeper student engagement, improved problem-solving skills, and enhanced collaboration experiences compared to the traditional instructional model. Despite these positive outcomes, certain challenges were identified. Students expressed concerns about the workload, especially during project extension phases. Comments such as \"The final project was too demanding for a general education course\" point to the need for adjustments to the course design to alleviate the perceived burden. This finding aligns with [PERSON] and [PERSON] [32], who emphasized the importance of providing clear guidelines and structured feedback to manage workload effectively in PBL settings. Another concern was the variability in the quality of peer feedback. While peer feedback is a key component of PJBL, some students noted that \"peer feedback lacksexpertise, and guidance from tutors or instructors is necessary\".