Bridging Theory and Practice: Assessing Project and Problem-Based Learning (P2BL) in Undergraduate IoT Course

Authors

  • Josephine Selle Jeyanathan Department of Electronics and Communication Engineering, Kalasalingam Academy of Research and Education, Krishnankoil, Virudhunagar
  • Nagaraj P Department of Computer Science and Engineering, School of Computing, SRM Institute of Science and Technology, Tiruchirappalli, SRM Nagar, Trichy
  • P. Anitha Department of Computer Application, Kalasalingam Academy of Research and Education, Krishnankoil, Virudhunagar

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26066

Keywords:

Project-based learning, Statistical analysis, regression, correlation.

Abstract

Engineering education increasingly emphasizes the need for pedagogies that move beyond rote learning to foster problem-solving, teamwork, and innovation. Project and Problem-Based Learning (P2BL) provides such a framework by integrating authentic tasks within the curriculum. This study reports on the design, implementation, and evaluation of P2BL in the IoT Sensors and Devices course for second-year Electronics and Communication Engineering students. A total of 123 students participated, with 60 enrolled in the P2BL section and 63 in a lecture-based control group. The P2BL design included quizzes, laboratory tasks, idea pitching, hackathon participation, and prototype expo evaluation. Comparative quantitative analyses showed that the P2BL group outperformed the control group in quizzes (t(118) = 3.50, p = .001) and laboratory performance (t(118) = 5.80, p < .001), though composite performance indices were comparable. One-sample t-tests against a benchmark of 70/100 indicated that P2BL students significantly exceeded expectations in Pitch (M = 74.2, p = .009), Hackathon (M = 77.0, p < .001), and Prototype Expo (M = 74.9, p < .001). Correlation analysis revealed that Pitch scores were the strongest predictor of Prototype quality (r = 0.80), followed by Lab (r = 0.40), while Quiz showed only a weak association (r = 0.30). Qualitative reflections reinforced these findings, with themes of teamwork, creativity, and applied problem-solving frequently reported. Overall, the study demonstrates that P2BL strengthens conceptual learning while fostering innovation and teamwork and can be embedded within existing curricula without altering syllabus structures.

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Published

2026-01-30

How to Cite

Jeyanathan, J. S., P, N., & Anitha, P. (2026). Bridging Theory and Practice: Assessing Project and Problem-Based Learning (P2BL) in Undergraduate IoT Course. Journal of Engineering Education Transformations, 39(Special Issue 2), 554–561. https://doi.org/10.16920/jeet/2026/v39is2/26066

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

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