Student Experiences with Project-Based Learning in Agile Project Management: Evidence from Undergraduate Computing Education in Nepal

Abstract

Project-based learning (PBL) is increasingly embedded in higher education to develop practical skills in agile project management, which relies on the principles of iterative and collaborative approaches. Nevertheless, the experiences of students in this type of setting have not been adequately examined in places such as colleges in Nepal. A convenience sample of 102 students was used in a descriptive cross-sectional study design. A standardized questionnaire based on literature was used to quantify the benefits, challenges, and skills acquired using a five-point Likert scale. Descriptive and inferential statistics (chi-square test) were used in SPSS version 20 to analyze the data. More than two-thirds of respondents (68.6%) experienced a positive impact. Slightly more than half (52.9%) faced moderate challenges, and (64.7%) reported high skill gain. Statistically significant associations were found between impact and age, and between skills gained and gender. Most students perceived positive impacts and skill gains from PBL in agile education, with manageable challenges. These results highlight the necessity of the design of specific interventions to improve experiences, especially in younger students and females. These results provide educators with creating agile-integrated curricula in higher education computing programs.