THE EFFECT OF PROJECT-BASED LEARNING ON CREATIVE THINKING IN MARKETING STUDENTS

Abstract

This study aimed (1) to investigate the effects of Project-Based Learning (PBL) on the enhancement of creative thinking among marketing students, (2) to compare PBL with traditional lecture-based instruction in fostering creativity, and (3) to examine students' perceptions of the efficacy of PBL. The research involved 70 undergraduate marketing students. The study used a quantitative research design, incorporating pre-test and post-test assessments and structured questionnaires. The study evaluated creative thinking using a standardized creativity test focused on originality, flexibility, problem-solving, and idea generation. The findings revealed that PBL significantly improved students' creative thinking skills compared to traditional teaching methods. Post-test scores in the PBL group were markedly higher across all assessed dimensions. Survey responses further indicated generally positive perceptions of PBL, highlighting its role in enhancing creativity, learning motivation, collaboration, and practical application. However, students' favourable attitudes may partly reflect the approach's novelty or instructor enthusiasm. Moreover, since the study focused on short-term effects within a single discipline, future research should include larger, more diverse samples and longitudinal designs to assess the sustainability and broader applicability of PBL's impact on creative thinking.