Enhancement of Hands-on Teaching and Learning Experiences through Project-Based Learning among Interior Design Students

Abstract

This paper presents findings from a study conducted in the Department of Art and Industrial Design, Kyambogo University. The study was premised on the theoretical concepts of “learning to learn” and “learning by doing” as vocational education and training (VET) models that guarantee students’ full participation towards the development of professional competence. A participatory action research model was used to carry out this study using qualitative methods of data collection and analysis. Data was collected from thirty-five (35) study participants consisting of 25 students, three Alumnus, four instructors, one technician, one departmental administrator and one expert from the world of work. Individual interviews, document analysis, observation and focused group discussion meetings were used to provide descriptive data for content analysis. Study participants revealed that the graduates of interior design lacked both professional confidence and practical competencies due to inadequate practice. Consequently, the stakeholders democratically identified two intervention strategies for enhancing students’ hands on experiences; a skills lab and the project-based learning approach. The study’s intervention strategies were progressively implemented over a period of one year. The evaluation findings of this study revealed that the interventions enabled students to acquire confidence, more knowledge and professional competencies in interior designing. Project-based learning enhanced team work among all the stakeholders and individual learner’s participation in project tasks, thus the success of the study.