Development of Learning Achievement and Home Space Design Skills among Chinese Vocational College Students Using a Project-Based Learning Approach
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In response to the gap between theory and practice in vocational design education, this research aimed to: 1) compare the learning achievement of students before and after applying project-based learning (PBL); and 2) compare the home space design skill of students before and after applying PBL. The sample group consisted of 1 group total of 33 second-year students enrolled in the Higher Vocational Architectural Home Space Design major, School of Education and Design, Chongqing Telecom Vocational College, during the second semester of the 2024 academic year. The sample was selected using purposive sampling. The study adopted a one-group pretest-posttest design to assess the effectiveness of the instructional intervention. The research instruments consisted of three components: 1) The project-based learning management plan, 2) the learning achievement test, and 3) the home space design skill assessment form. Quantitative data were analyzed using percentage, mean, standard deviation, and independent sample t-test. Qualitative aspects were analyzed through content analysis. The findings revealed that: 1) students who participated in the PBL intervention demonstrated significantly higher learning achievement scores compared to their pretest results, with statistical significance at the .01 level; and 2) students' home space design skills significantly improved after engaging in the PBL activities, also at the .01 level. These results confirm the efficacy of project-based learning in enhancing both academic and practical design skills within a vocational education context. These findings validate PBL as an effective pedagogy for vocational design education in China.
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