A Quasi-Experimental Evaluation of the Impact of Project-Based Learning on Student Performance

In the context of rapid technological transformation, higher education systems are compelled to revise traditional instructional approaches in favor of methods that foster adaptive competencies, critical thinking, and innovation-oriented skills among students. Project-based learning (PBL), grounded in a practice-oriented pedagogical framework, is emerging as a priority management strategy aimed at cultivating both professional and transversal competencies, as well as critical thinking abilities. This study presents the experience of implementing project-based learning for students enrolled in management-related programs at Ufa University of Science and Technology, using a quasi-experimental design to assess its effect on academic performance. A difference-in-differences (DiD) approach was employed to compare the academic achievements of students exposed to traditional instruction versus those engaged in project-based learning. The results revealed a statistically significant improvement in the experimental group (an average grade increase of 0.58), while the control group showed negligible progress (an increase of 0.04). Regression analysis confirmed a positive interaction effect (interaction coefficient = 0.52, p = 0.003). The scientific novelty of the research lies in the development and application of an original quasi-experimental methodology for evaluating the effectiveness of project-based learning within humanities and public administration programs, based on the DiD method. For the first time at a regional university, an empirical comparison of student academic outcomes before and after the introduction of the project-based approach was conducted, with a control group taken into account. The findings enhance current understanding of the impact of projectbased learning on student performance, illuminate the managerial implications of its implementation under fragmented institutional conditions, and identify key factors contributing to increased student motivation and academic success. The analysis extends the authors’ prior theoretical and applied contributions to the management of student project activity and provides empirical support for the integration of PBL in public and municipal administration education. The results may be used in the methodological support of PBL management, in further studies of the effectiveness of innovative educational technologies in higher education, and in connecting disciplinary knowledge with its practical application in professional management contexts, especially within student-led projects.

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