Evaluating Dual Project-Based Learning Approaches in Vocational Education: Evidence from a Parallel-Class Experiment in a Data Analysis Course

Qiuyang Li; Hanhui Yin; Qianqian Bao; Shiguo Bu; Chen  Chen; Siyuan Li

doi:10.62177/jetp.v2i4.760

Authors

Qiuyang Li Yunnan Vocational College of Agriculture
Hanhui Yin Yunnan Vocational College of Agriculture
Qianqian Bao Yunnan Vocational College of Agriculture
Shiguo Bu Yunnan Vocational College of Agriculture
Chen Chen Yunnan Vocational College of Agriculture
Siyuan Li Yunnan Vocational College of Agriculture

DOI:

https://doi.org/10.62177/jetp.v2i4.760

Keywords:

Higher Vocational Education, Teaching Reform, Practice Teaching, Project-Based Learning

Abstract

To improve the practical teaching effect of the data analysis course, this study innovatively adopted a three-group parallel class experiment to explore the differences in the impact of personal project-based, team project-based, and traditional teaching. This study used the "Data Analysis Foundation" course at a vocational college as a scenario, implemented teaching interventions on three classes with similar foundations, and evaluated the results through project outcome scoring, practical exam scores, and final exam scores. By comparing project results, practical skills, and theoretical assessments, we found that project-based teaching can significantly improve students' practical abilities. However, the two modes have different strengths: team projects are better for developing the ability to solve complex problems, while individual projects are better for mastering basic skills. Theoretical knowledge is not affected by the teaching mode. The study shows that project-based teaching is an effective way to strengthen data analysis skills. Among the two modes, the individual mode is better for training basic skills, while the team mode is better for solving complex problems. It is recommended that the course reform design be flexible in selecting the dual mode path according to the training goals.

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