Students’ Perceptions of Project-Based Learning (PBL) in Primary Education: Evidence from a Multi-Project Study in Iraq

Abstract

This research investigates primary school students' perspectives of project-based learning (PBL) utilized in various curricular initiatives within Iraqi schools. The objectives were to create and validate a student-reported PBL assessment scale, analyze students' evaluations of collaborative projects, and investigate variations based on gender and project type. A descriptive, cross-sectional methodology was utilized, employing a semantic differential questionnaire administered to 364 pupils in Grades 5 and 6. The reliability analysis showed a good level of internal consistency (Cronbach's α = 0.912). Due to non-normal data distribution, Mann–Whitney U and Kruskal–Wallis tests were applied. The results showed that there were no statistically significant gender differences in motivation, organization, interaction-collaboration, learning, or overall scale scores (Z values between −1.04 and −1.87, p > .05). In contrast, substantial differences were noted among project types across all dimensions (χ² = 32.046–65.816, p < .001). Projects that focused on great organization and working together got better reviews from students. The results show that PBL is a good way to teach and stress the need for good project design and support from the school.