ArticleHeliyon2022
Academic achievement: the effect of project-based online learning method and student engagement.
Article in Heliyon, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
3 citing papers in PubMed, 90 citations in OpenAlex.
- A novel Z-number based multi-stage assessment framework for problem-based learning in practical courses.PloS one · 2026Article
- Deep learning-based model for analyzing student engagement in activities.Scientific reports · 2025Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The commitment of higher education to produce job-ready and highly competitive graduates requires that it endow graduates with broad knowledge and innovative technologies, including business skills facing various challenges of project-based digital learning for future achievement. The study aimed to analyze the effect of Project-Based Online Learning (PBOL) and student engagement on academic achievement. The research method used a mixed-method convergent parallel design. Qualitative data collection is through interviews, observational and documentation forms, and quantitative data is through questionnaires and portfolios. A qualitative data interpretation used content analysis, while quantitative data used the Two-Way ANOVA test. The results showed that students' perceptions of implementing the PBOL method and student engagement increased their academic performance to become new entrepreneurs through the experience they gained during project-based learning. This method could also create a fun learning atmosphere that affects student engagement behavior. The research contributes an alternative method for entrepreneurship lecturers to enhance their educational performance and success.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.