Examining engineering students' perceptions of learner agency enactment in problem? and project?based learning using Q methodology

Background Few studies have reported how students enact learner agency in a team setting or examined what elements of settings perceive as more supportive their learning problem- and project-based (PBL) processes. Purpose This study explores engineering enactment agency, particularly which aspects the PBL process they find most important. Method Thirty-nine from two civil courses Qatar participated study. Q methodology was chosen for both qualitative quantitative data collection analysis. A 40-item set based on theoretical model used. Results Eight significantly different student viewpoints emerged methodological factor analysis, indicating range individual perceptions agency. Intrapersonal dimensions were highlighted by three eight viewpoints, behavioral underlined seven environmental valued all viewpoints. Conclusion While results reveal wide experiences with across dimensions, addressed self-directed actively passively, suggesting that many participants still value instructors' roles providing direct instruction authorized knowledge PBL. The highlight need awareness opportunities to increasing knowledge, skills, efficacy. can contribute education research new empirical insights into learners' subjective understanding complex system.