Abstract

This study investigated the impact of project-based learning (PBL) on academics and personal development in a first-year physics module within an extended curriculum program. The primary objectives included assessing how PBL enhanced students’ conceptual understanding of physics, fostering the acquisition of transferable skills and promoting self-discovery. A mixed-methods approach was employed, analyzing survey responses from 338 participants across 2021 and 2022 cohorts, using qualitative and quantitative tools to evaluate their experiences. Students collaborated in groups to design and construct physics-based models utilizing everyday materials, with an emphasis on practical applications of theoretical knowledge. The findings reveal that 94% of students reported an enhanced understanding of physics concepts post project. Notable skill gains included communication, collaboration, leadership, and time management. While many students appreciated the collaborative environment, challenges such as unequal contributions and communication issues were highlighted, particularly in randomly assigned groups. Beyond academics, the project facilitated personal growth, fostering patience, adaptability, and self-reflection, while emphasizing the relevance of physics in daily life. However, constraints related to resources and group dynamics necessitate institutional support and diversified pedagogical approaches. The results show PBL’s transformative potential, positioning it as an effective strategy for bridging theoretical knowledge with practical skill development.