A Study Experimenting with Project-Based Teaching Methodologyin a Business Planning Course

Abstract

This study revisits a classroom intervention that applied project-based teaching in a semester-long Business Planning course and evaluates the approach through rubric-based teamwork assessment, archived course documents, student satisfaction data, and teacher observation. The course was organized over 16 weeks and implemented through three self-selected teams working on authentic business-planning problems. The study is presented as a practice-based mixed-method classroom inquiry rather than a controlled experiment. The revised analysis draws on expert-reviewed rubric materials, pilot revision records, peer- and teacher-assessment procedures, archived satisfaction results, and a preserved score plot linking progress evaluation with examination performance. Quantitatively, 95% of respondents reported satisfaction with rubric-based assessment, 5% were moderately satisfied, and none reported dissatisfaction. The archived score plot also indicates a strong positive association between progress evaluation and examination performance (R² = 0.7443). Qualitatively, classroom observation suggests that peer evaluation became more candid after mid-semester and that teamwork, responsibility, and task coordination improved by the end of the course. The findings suggest that project-based teaching can support practical business-planning skills and collaborative learning when combined with transparent rubrics and repeated feedback. At the same time, the study is limited by missing student-level demographic data, the absence of a control group, and incomplete archival statistics.