Impact of Project-Based Learning on Networking and Communications Competences

Abstract

The objective of this article is to establish the impact of project-based learning on networking and communication competences I in engineering students from Lima city. The study was of an applied type, quasi-experimental design, and was made up of a population conformed by 39 students of the VI cycle of engineering, an objective test was applied to measure the impact of project-based learning on network and communication competences I. The research results determined the statistically significant relationship of project-based learning and networking and communications competences I in engineering studentswith pretest values of Z = -, 498 greater than -1.96 (critical point) and level of significance p-value = 0.618 greater than α = 0 ,05 (p>α) and then with values in the posttest of Z = - 4,488 less than -1.96 (critical point) and level of significance p-value = 0.000 less than α = 0.05 (p <α), therefore the project-based learning positively and significantly impacts on network and communication competences I, in engineering students, supporting the alternative hypothesis and rejecting the null hypothesis. Consequently, we reached the conclusion that the application of the project-based learning methodology has demonstrated that caused a positive and significant impact on network and communications competences I in engineering students.

Full text

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Impact of Project-Based Learning on Networking and
Communications Competences
Cristian Castro-Vargas1, Maritza Cabana-Caceres2, Laberiano Andrade-Arenas3
Faculty of Sciences and Engineering
Univerisdad de Cienciasy Humanidades
Lima Perú
Abstract—The objective of this article is to establish the
impact of project-based learning on networking and
communication competences I in engineering students from Lima
city. The study was of an applied type, quasi-experimental
design, and was made up of a population conformed by 39
students of the VI cycle of engineering, an objective test was
applied to measure the impact of project-based learning on
network and communication competences I. The research results
determined the statistically significant relationship of project-
based learning and networking and communications
competences I in engineering studentswith pretest values of Z = -,
498 greater than -1.96 (critical point) and level of significance p-
value = 0.618 greater than α = 0 ,05 (p>α) and then with values in
the posttest of Z = - 4,488 less than -1.96 (critical point) and level
of significance p-value = 0.000 less than α = 0.05 (p <α), therefore
the project-based learning positively and significantly impacts on
network and communication competences I, in engineering
students, supporting the alternative hypothesis and rejecting the
null hypothesis. Consequently, we reached the conclusion that the
application of the project-based learning methodology has
demonstrated that caused a positive and significant impact on
network and communications competences I in engineering
students.
Keywords—Project-based learning; competencies; networking;
communications; network convergence
I. INTRODUCTION
The rapid changes that occur in the job sector as a result of
globalization do not find future engineering students with the
skills in networks and communications for an adequate
professional development. Higher educational programs do not
correctly manage the development of professional competences
holistic or comprehensive [1]. The Organization for Economic
Co-operation and Development (OECD) indicated that
professionals have difficulties in performing properly in the
company because they are not aware of the importance of
development in network skills and communications, generating
not enough contributions in society which worldwide in the
coming years will need millions of dozens of jobs that will
require that they have competences in the specialty to solve
problems in this field [2]. Furthermore, each network
technology manufacturer develops new implementations of
Network and Communications Convergence, generating the
need for more trained professionals in these new technological
competences. According to the United Nations Educational,
Scientific and Cultural Organization UNESCO [3] mentioned
that all this leads to pressure on academic institutions of higher
education, whether in the public or private sector.
In Latin America [4] they were classified as one of the
problems, is that not all students have the availability to adapt
to work academic-training activities in a collaborative way,
although the student team tries to include them, they have rigid
behavior when presenting tasks individually, they do not accept
changes to new situations and also they cannot communicate
their ideas.
In the case of Perú, the concern of the Organization for
Economic Co-operation and Development (OECD) [5] found
that the student in his university training does not have the
competences in the adequate communications network to be
able to cover jobs competitively. This is worrisome when
considering that overall the penetration of some Information
and Communications Technologies (e.g., the Internet) have
been gradually increasing in this Latin American nation [6].
Due to this he does not adapt quickly to technological changes,
its development is insufficient, and it is vulnerable to inserting
itself in the labor population, which is why the National
Superintendence of Higher Education SUNEDU [7] mentioned
that it is still due to the disorder that exists between the labor
markets and higher education, it generates a complex academic
problem due to the inequality between the information that is
handled in the university that does not contrast with the
problems that the market asks to solve, reflecting this in his
professional life through inconsequential work jobs. In the
university, instead of the research, the teaching of specific and
formative knowledge prevails, but it is not enough to achieve
an integral formation of the students who agree to achieve
competitiveness, whether national or international. Therefore,
the research problem is focused on strengthening the student
competencies, which in some cases it has not been prioritized
in the course of networks and communications.
In Brazil, a study evaluated 20 students for every 4
semesters, with a maximum reference of 10, all the students
obtained a score of 8 at the end. As a conclusion of the
research, it was found that when carrying out the
implementation of the network infrastructure, the experimental
group evolved better because they oriented the activities to
projects with real problems, they also found a greater
commitment to meet the challenges, leading them to search and
analyze the best possible solution and understanding of the
functionality of the correct design that a data network should
have, thus also leading them to have a greater social awareness
for the participation in carrying out the projects [8].

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In the USA, Rice University, Houston, Texas, researchers
carried out a quasi-experimental study, of a student sample
equal to 5492 of science and engineering, the participants rated
the extent to which they were going to be effective in executing
STEM tasks on a Likert-type scale of 6 items, descriptive
statistics, correlation r = 5.194, p <0.001 for STEM efficacy
competences. It was concluded that the university investment
in active learning activities such as PjBL will pay off by
increasing student participation and interest in the STEM
career [9].
In Spain, a study considered a sample of 50 students and 1
teacher. Its objective was to teach students the importance of
the network course, to enhance learning and the acquisition of
basic competences of the subject, through project-based
learning to achieve better performance of the competences of
the subject of networks, to establish the level of participation
an evaluation of self-correction mechanisms of the projects
was applied to the students. It was concluded that the
realization of projects is positive for the learning of
communication networks, because it allows them a better
acquisition of competences, as well as gaining previous
experience for professional performance, verifying with the
growth of 70% of good level of the students in the course at the
end of the course [10].
In China, a research work was conducted with a population
of 80 students. It was concluded that project-based learning not
only cultivates student initiative, but also improves their
collaborative, practical, and project planning capabilities, as
well as the student recognizes how extracurricular time can be
used well with this system [11].
The National University of San Agustín de Arequipa,
considered a population of 74 students distributed in 4 groups,
carried out 9 sessions, aimed to apply the project-based
learning methodology to the engineering course to verify better
achievement in their professional training competencies. The
project-based learning methodology was concluded, which
strengthens and increases knowledge, as well as improves the
competences, abilities and attitudes of understanding the
course, with 72% between the level of good and excellent as a
final result [12].
The Universidad Peruana Cayetano Heredia, carried out a
study of a quantitative approach and quasi-experimental
design, of a population of 76 students, aimed to check the
effect of using the virtual platform to improve competences
and learn the network course and communications, obtaining as
results a significant improvement verifying in the notes at the
beginning of 9.24 (65%) in the pretest and at the end of 15.6
(90%) in the posttest of the students, having as a conclusion
that employment of the active methodology improves the level
of competences in the course of networks and communications
[13].
Likewise, at the César Vallejo University, it considered a
population equal to 158 students, a non-probabilistic,
intentional sample, 57 from the group belong to the
experimental group and 60 belong to the control group. I do 8
sessions with the project-based learning methodology for the
experimental group. Using a questionnaire instrument of 34
consultations divided into seven dimensions where the level of
investigative competences was evaluated, showing
improvements due to the use of project-based learning. The
non-parametric Mann-Whitney U test was applied, determining
the statistical significance p = 0.00. Concluding that the
application of project-based learning allowed a significant
improvement in the level of investigative competences of the
experimental group [14].
The San Luis Gonzaga National University of Ica, with a
population of 80 students, considered two groups of 40 equal
for the experimental and the control, whose objective was to
establish the influence of project-based learning on the
competencies in systems engineering students. In conclusion,
collaborative project-based learning improved the acquisition
of competences in Engineering students, as well as a greater
ability to: conception, design, development, effective use of
engineering techniques and tools, reflected in the notes. The
pretest the mean was 13.98 and in the end in the posttest
improvements were obtained with a mean 17, achieving a p
value equal to 0.00 [15].
At the National University of Engineering, a census sample
of 36 students of the VI cycle of engineering was considered,
divided into two groups: 17 control and 19 experimental, and
performed the non-parametric U test of Mann Whitney, whose
objective was to determine the effect of the application of a
sustained program in project-based learning methodology in
the development of competencies in students. Concluding the
experimental group, he developed the procedural and
attitudinal cognitive competences of the course, applying the
knowledge acquired in the execution of a project similar to an
activity in the professional field, achieving a p-value = 0.000
[16].
For the variable impact of project-based learning,
constructivism was considered as a theoretical approach [17]
because it refers to the use of learning resources associated
with appropriate scientific methods or learning models, for
which this model allows the allocation of time For the design
of learning resources, the project-based learning methodology
thus generally allows for better development in the institution's
learning-teaching processes. Constructivism [18] according to
Piaget's theory, indicated that there is a close similarity
between project-based learning and constructivism, because
there is an active process, permanent participation among
students going through various experiences to try to contrast
solutions to the problem that normally occurs in a real
environment. Project-based learning is a pedagogical approach
due to the following characteristics: Students are active during
learning through cooperative participation in scientific and
engineering practices, students create a set of tangible products
and shared artifacts that are accessible to the public to external
representations [19].
In this regard, project-based learning is developed by the
theory of active learning which is constructivism, and is a
learning model that allows to increase learning in students; the
habit and the creation of new learning practices, because
students have to originally think for the real-life problem, the
solution, centered on the student as it allows constant discovery
[20]. In the same sense, it encourages the development of
transversal competences and promotes autonomy [21]. To

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obtain a good learning requires learning environments of
higher education conducive to a better development of
metacognitive competences [22].
Regarding the theoretical approach of Network and
Communications Competences I, it is considered belonging to
constructivism. According to Piaget, he maintains that the
student builds his own knowledge through the experience of
carrying out the assigned activities, obtaining practical results,
using the approach of constructionism, which maintains that it
is an action-based learning, which allows the student to have a
mental structure related to the concrete action, which will allow
him to generate a motivation for learning, thus obtaining a
correct intellectual construction given by the exchange and the
assigned work that is being developed, also generating
intellectual and affective autonomy. Another theoretical
consideration is the connectivism approach, according to
George Siemens [23].
Regarding the definition of the dependent variable network
and communications competences I, according to the
curriculum EAP Professional Academic School of Systems
Engineering, defined it as the curricular experience of networks
and communications I belonging to the professional training
area and it is theoretical - practical compulsory , with the
purpose of creating in the student the competences in design,
implementation and administration of computer networks,
using both information and communication technologies for
the development of the following aspects: Networking,
switching, routing and wan technologies [24]. Hence,
         
defined type of situation, an ability that relies on knowledge
].
The computer network was defined as "a communication
system that connects two or more computers to each other by
means of such optical fibers, radio waves, and electromagnetic
waves, allowing them to share information and services." [26].
Regarding the definition of a communication network, it is
necessary to interconnect different computer systems
throughout the wan, using internet [27]. Academic
competencies are the essential knowledge that is learned during
general training and are classified into: writing, problem
solving, mathematics, reading ability, creative thinking,
assertive communication, decision making, assimilation and
comprehension, learning and reasoning [28].
The curriculum of the Academic Professional School EAP
Systems Engineering dimensioned the competences of
networks and communications I: knowledge to solve problems
of local area network design, implementation of network
convergence and network administration [24]. Theoretically,
project-based learning and network and communications
competencies are justified. Both have an affinity because they
allow the use of characteristics between them such as analysis,
planning and design, guiding them to the correct development
of similar problem solutions to the professional field.
Thus, there is also an epistemological justification between
project-based learning and the competences of the course on
networks and communications I, which is given such
justification because they refer to the theory of constructivism,
which affects having the student as a direct participant in their
learning within the problems that they must understand in order
to build or guide concepts to solve said problem [24].
The purpose of this research is to determine the impact of
project-based learning on the competences of networks and
communications I, in engineering students, which is dictated
the sixth cycle of the specialty of Engineering, of Systems of
the University of Sciences and Humanities.
In Section II we present the methodology followed to
obtain the results shown in this study, in Section III presents
our results, in Section IV we present the discussion, in
Section V we present the conclusions and finally in Section VI
we present the recommendations.
II. METHODOLOGICAL FRAMEWORK
The present study is based on the positivist paradigm. Thus,
the present investigation predicts and controls the phenomena
thus verifies theories, being the external observer investigator
of the events, which is based on the positivist paradigm [29].
The approach is quantitative because it is the concrete
expression of reality, for which it considers as a means of
reaching knowledge, explanation, prediction, control of the
phenomenon, verification of theories [29]. Because they use
criteria such as: validity, objectivity, reliability, statistics,
experimentation, used in questionnaires, tests and then data
analysis using inferential and descriptive statistics.
The level of investigation is explanatory. The objective is
to verify the causal hypotheses, following a sequence of
processes or organized steps [30].
The type of research is applied because it is based on the
theoretical framework and is practical. The research design is
quasi-experimental, quasi-experimental designs come to be
strategies for conducting research in order to evaluate the
impact of the set of methods carried out, for this purpose it
considers two groups, one control and the other experimental
through a pretest and at the end of the process the posttest
evaluation, in order to demonstrate the hypothesis raised at the
beginning [31].
A. Variable Operationalization
Regarding the conceptual definition of the dependent
variable: Network and communications competences I,
according to the EAP Professional Academic School of
Systems Engineering, networks and communications curricular
experience I belongs to the professional training area and is
theoretical-practical compulsory , with the purpose of creating
in the student the competences in design, implementation and
administration of computer networks, using both information
and communication technologies for the development of the
following aspects: Networking, switching, routing and wan
technologies (Internetworking) [24].
To operationalize the impact variable of project-based
learning, an organizational matrix was developed, distributed
in 10 sessions of 3 academic units (Table I).
For the operationalization of the dependent variable
network and communications competences I, a 20-question
questionnaire was prepared, on a dichotomous scale containing
the indicators of the three dimensions: knowledge to solve

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local area network design problems, implementation of the
convergence of the network and network administration
(Table II).
B. Population
The population comes to be a finite set of people or objects
that have common characteristics, susceptible to a study and
later allow to replicate the findings in other populations [30].
TABLE I. ORGANIZATION MATRIX OF THE INDEPENDENT VARIABLE
LEARNING BASED ON PROJECTS
Units
Strategic
activities
Phases
Indicators
Local area
network
design
Network
convergence
Network
administratio
n
Session 1:
Local area
networks
Session 2:
Structured wiring
Session 3:
Local area
networks
wireless
Session 4:
Wireless Security
Session 5:
IP Telephony.
Voice
digitization and
coding
Session 6:
IP Telephony
Servers.
Session 7:
Fundamentals of
LAN Switches.
Session 8:
WAN
Technologies.
Routers Basics.
Session9:
Monitoring of
end devices.
Session 10:
Monitoring of
intermediary
devices.
1. Key
question
definition


Spontaneous
interest in the
student

proposal
 Values
educational
power

commitment

interests


creative attitude

appointment
2. Work
plan-
calendar

Motivation


Research lines
Different

Different
itineraries



3. Follow-up
monitoring

to action


Cooperation

Creative tools


group self-
assessment tools
4.
Evaluation



it?

learning journal,
rubric,
assessment
notes)
TABLE II. OPERATIONALIZATION MATRIX OF THE DEPENDENT VARIABLE
COMPETENCES OF NETWORKS AND COMMUNICATIONS I
Dimensions
Indicators
Ite
m
Value scale
Dimensio
n levels
Levels
1. Knowledge
to solve local
area network
design
problems
1.1.
Configure
PCs to
share
resources
1
2
Bad:
[00 - 03]
Regular:
[04 - 06]
Good:
[07 - 08]
1.2.
Connectori
ze the work
area wiring
3
4
Bad:
1.3.
Implement
a small
wireless
network
5
6
Dichoto
mous
[00
-
10]
1.4.
Configure
the security
of a
wireless
local area
network
7
8
2.
Implementati
on of the
network
convergence
2.1.
Configure
IP phones
and
softphones
9
Bad:
[00 - 01]
Regular:
[02]
Good:
[03]
Regula
r:
2.2.
Configure
the services
of an IP
telephone
exchange
1
0
0:
Incorrect
[ 11
-
15]
2.3. Install
the
softPBX
1
1
3. Network
administration
3.1. Basicly
configure
the Cisco
switch
1
2 1
3
Bad:
[00 - 03]
Regular:
[04 - 06]
Good:
[07 - 09]
Good:
3.2.
Basically
configure
the Cisco
Router
1
4 1
5
1: correct
[16
-
20]
3.3. Install
and operate
end device
monitoring
tool
1
6 1
7
3.4.
Monitor the
events of
the
Switches
and Router.
1
8 19
20
The population considered comes to be 39 Engineering
students, from the Private University of the engineering career,
who develop the academic cycles of the VI cycle of the
network and communications course I (Table III).

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TABLE III. POPULATION
No.
Sections
Males
Ladies
Totals
1
Sixth Cycle A1Experimental Group
14
5
19
2
Sixth Cycle C1 Control Group
15
5
20
TOTAL
39
C. Techniques, Data Collection Instruments, Validity and
Reliability
The technique used was the survey, which allowed data to
be obtained on the variable under study network and
communications competences I. Thus, the instrument used was
to collect data on a knowledge test of network and
communications competences I.
The factor analysis to measure network and
communications competences I through its 20 items, is used to
test whether the items that make up each factor can generate
correspondence between the dimensions proposed, obtaining
that the KMO value is equal to. 610, which indicates that there
is a relationship between the values reached and the chosen
sample (Table IV).
To establish reliability, a pilot test was carried out to verify
the reliability of the research instrument, to a population of 30
students, which had to eliminate some items, to improve the
reliability of the instruments. Once the correction was made,
the instruments were applied again to the study population,
obtaining a KR-20 value equal to 0.860 for the variable
network and communications competences I, verifying high
reliability (Table V).
TABLE IV. ADAPTATION ANALYSIS TO THE FACTORY ANALYSIS
Statistical
Value
Kaiser-Meyer-Olkin measure of sampling adequacy
0.61
Bartlett's sphericity test
Approx. Chi squared
345,434
gl
190
Sig.
0
TABLE V. INSTRUMENT RELIABILITY
Variables
Reliability
Statistics
Value
No. of
elements
Networking and communications
competences I
Kuder-
Richardson
0.860
30
D. Process
It was carried out through the construction of a
questionnaire, to evaluate the use of the project-based learning
methodology in the skills of the network and communications
course I, consisting of 20 questions which was validated by 5
experts. To do this, he coordinated with the management of the
systems engineering school through which he sent a request to
the director to authorize the examination of 20 questions. After
the authorization of the application was validated, the date for
the examination evaluation was coordinated with the students.
The next stage was the development of the project-based
learning methodology for 10 sessions, culminating the same,
we proceeded at the end of the cycle with the examination
agreed upon both for the experimental group and for the
control group. The guidelines for the development of the exam
were given and the exam was delivered. Finally, with the
evaluation carried out, it was extracted and digitized in Excel
and then analyzed in SPSS.
E. Data Analysis Method
For the study, the descriptive analysis was carried out using
various contingency tables, as well as bar graphs and for the
inferential analysis, the non-parametric Mann-Whitney U test
was applied to test hypotheses, analyzing these data in the
EXCEL 2016 programs and SPSS 25. Statistical analyzes
allow to measure the relationships between variables with a
higher [31].
F. Ethical Aspects
The ethical aspects considered for carrying out this research
were the authorization of the EAP Academic Professional
School of Systems Engineering to apply the project-based
learning method in the sixth cycle of the Private University in
the morning and night shifts, as well as the application of the
instruments were considered anonymous.
III. RESULTS
The results obtained from the research carried out are
shown:
A. Description of the Variable Network and Communication
Competences I
Table VI and Fig. 1 through the frequency bar diagram
show that in the pretest and posttest of the control group they
present similar results to 95% without change; while, in the
pretest of the experimental group, 100% was found in the bad
level and in the posttest of the experimental group: 21.1% was
found in the bad level, 26.3% was found in the regular level
and 52.6% was found good level, which shows a significant
difference.
B. Description of the Dimension Knowledge to Solve Local
Area Network Design Problems
Table VII and Fig. 2 through the frequency bar diagram
show that in the pretest and posttest of the control group they
present similar results, while in the experimental group, in the
pretest 47.4% were found to be at a bad level, 52.6 % was
found at a regular level and in the post-test of the experimental
group the improvements are observed, of which 10.5% were
found at a bad level, 42.1% were found at a regular level and
47.4% were found at a good level, which shows a significant
difference.
C. Description of the Implementation Dimension of the
Network Convergence
Table VIII and Fig. 3 through the frequency bar diagram
show that in the pretest and posttest corresponding to
dimension 2, of which for the control group in the pretest it is
observed that 80% of the students are in a bad level, 10% are at
a regular level and 10% are at the good level, then in the
posttest it increases slightly to 100% of the students are at the
bad level, while in the experimental group, the 94.7% was
found in a bad level, 5.3% was found in a regular level and in
the posttest of the experimental group the improvements are

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observed, of which 31.6% were found in a bad level, 15.8%
were found in a regular level and 52.6% A good level was
found, which has a clear significant difference.
TABLE VI. LEVELS IN THE NETWORK AND COMMUNICATIONS
COMPETENCES I OF THE PRETEST AND POSTTEST
Networking and communications competences I
Total
Bad
Regular
Good
Control group
Pre
fi
19
1
0
20
% fi
95.0%
5.0%
0.0%
100.0
Post
fi
19
1
0
20
% fi
95.0%
5.0%
0.0%
100.0
Experimental
group
Pre
fi
19
0
0
19
% fi
100.0%
0.0%
0.0%
100.0
Post
fi
4
5
10
19
% fi
21.1%
26.3%
52.6%
100.0
Fig. 1. Levels in Network and Communication Competences I of the Pretest
and Posttest.
TABLE VII. LEVELS IN KNOWLEDGE TO SOLVE NETWORK DESIGN
PROBLEMS OF LOCAL AREA OF PRETEST AND POSTTEST
Knowledge to solve local area network design problems
Total
Bad
Regular
Good
Control group
Pre
fi
13
6
1
20
% fi
65.0%
30.0%
5.0%
100.0
Post
fi
14
6
0
20
% fi
70.0%
30.0%
0.0%
100.0
Experimental group
Pre
fi
9
10
0
19
% fi
47.4%
52.6%
0.0%
100.0
Post
fi
2
8
9
19
% fi
10.5%
42.1%
47.4%
100.0
Fig. 2. Levels of Knowledge to Solve Pretest and Posttest Local Area
Network Design Problems.
TABLE VIII. LEVELS IN THE IMPLEMENTATION OF THE CONVERGENCE OF
THE PRETEST AND POSTTEST NETWORK
Implementation of network convergence
Total
Bad
Regular
Good
Control group
Pre
fi
16
2
2
20
% fi
80.0%
10.0%
10.0%
100.0
Post
fi
20
0
0
20
% fi
100.0%
0.0%
0.0%
100.0
Experimental
group
Pre
fi
18
1
0
19
% fi
94.7%
5.3%
0.0%
100.0
Post
fi
6
3
10
19
% fi
31.6%
15.8%
52.6%
100.0
Fig. 3. Levels in the Implementation of the Convergence of the Pretest and
Posttest Network.
D. Description of the Implementation Dimension of Network
Administration
Table IX and Fig. 4 through the frequency bar diagram
shows the pretest and posttest of dimension 3, in the control
group in the pretest it is observed that 50% of the students are
at a bad level, 45% at the regular level and 5% at the good
level, then in the posttest it decreases slightly to 45% of
students are at the bad level, 50% at the regular level and 5% at
the good level, while the experimental group, in the pretest,
found the 63.2% in bad level, 36.8% in regular level and in the

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posttest of the experimental group 10.5% of students in bad
level, 36.8% in regular level and 47.4% in good level, have
significant difference.
TABLE IX. LEVELS IN THE ADMINISTRATION OF PRETEST AND POSTTEST
NETWORKS
Network administration
Total
Bad
Regular
Good
Control group
Pre
fi
10
9
1
20
% fi
50.0%
45.0%
5.0%
100.0
Post
fi
9
10
1
20
% fi
45.0%
50.0%
5.0%
100.0
Experimental
group
Pre
fi
12
7
0
19
% fi
63.2%
36.8%
0.0%
100.0
Post
fi
3
7
9
19
% fi
15.8%
36.8%
47.4%
100.0
Fig. 4. Levels in Pretest and Posttest Network Administration.
E. Normality Test
The Kolmogorov-Smirnov method was used to check if the
results follow a normal distribution. To do this, the
Kolmogorov-Smirnov method is used to choose the
corresponding test, due to the sample size being equal to or
greater than 30.
Accordingly, in Table X, the corresponding significance
values            
rejected, that is, the data do not follow a normal distribution.
However, the 3rd is found. Posttest dimension with data record
th part of the total
of the three dimensions analyzed, as larger records with greater
significance. Consequently, non-parametric tests will be
applied for all inferential studies. Therefore, the Mann-
Whitney U test will be used.
F. General Hypothesis Testing
Ho: Project-based learning does not positively and
significantly impact on network and communications
competences I, in Engineering students, Lima 2020.
Ha: Project-based learning has a positive and significant
impact on network and communication competences I, in
Engineering students, Lima 2020.
TABLE X. RESULTS OF THE KINDNESS OF ADJUSTMENT TEST FOR THE
VARIABLE NETWORK AND COMMUNICATIONS COMPETENCES I
Kolmogorov-Smirnov
Statistical
gl.
Sig.
Pretest_D1_Knowledge
, 182
39
002
Pretest_D2_Implementation
, 254
39
, 000
Pretest_D3_Administracion
, 168
39
007
Posttest_D1_Knowledge
, 152
39
024
Posttest_D2_Implementation
, 282
39
, 000
Posttest_D3_Administracion
, 140
39
051
TABLE XI. U MANN-WHITNEY TEST TO TEST THE GENERAL HYPOTHESIS
Statistical
Group
U test
Control (n = 20)
Experimental (n = 19)
Mann-Whitney
Pretest
U = 172,500
Average range
20.88
19.08
Z = -, 498
Sum of ranges
417.50
362.50
p =, 618
Posttest
U = 31,000
Average range
12.05
28.37
Z = -4,488
Sum of ranges
241.00
539.00
p = .000
According to the result described in Table XI, the network
and communications competencies variable I, the control and
experimental groups in the posttest show the U-Mann-Whitney
= 31,000 and Z = -        
therefore Ho is rejected and Ha is accepted, thus concluding
that the variable network and communications competences I
of the experimental group shows a significant improvement
with respect to the control group, affirming that project-based
learning positively and significantly impacts on networking
and communications competences I.
G. Specific Hypothesis Test 1
Ho: Project-based learning does not positively and
significantly impact knowledge to solve local area network
design problems in Engineering students, Lima 2020.
Ha: Project-based learning positively and significantly
impacts knowledge to solve local area network design
problems in Engineering students, Lima 2020.
TABLE XII. MANN-WHITNEY TEST U TO TEST SPECIFIC HYPOTHESIS 1
Statistical
Group
U test
Control (n = 20)
Experimental (n = 19)
Mann-Whitney
Pretest
U = 183,500
Average range
19.68
20.34
Z = -, 187
Sum of ranges
393.50
386.50
p =, 852
Posttest
U = 23,000
Average range
11.65
28.79
Z = -4,748
Sum of ranges
233.00
547.00
p = .000

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According to the result described in Table XII, the
knowledge dimension to solve local area network design
problems, the control and experimental groups in the posttest
show the U-Mann-Whitney = 23,000 and Z = -4,748, it is

accepted.
H. Specific Hypothesis Test 2
Ho: Project-based learning does not positively and
significantly impact the implementation of network
convergence in Engineering students, Lima 2020.
Ha: Project-based learning has a positive and significant
impact on the implementation of network convergence in
engineering students, Lima 2020.
According to the result described in Table XIII, the
implementation dimension of network convergence, the control
and experimental groups in the posttest show the U-Mann-
Whitney = 56,000 and Z = -3,975, with evidence of p less than
therefore Ho is rejected and Ha is accepted.
I. Specific Hypothesis Test 3
Ho: Project-based learning does not have a positive and
significant impact on the administration of networks in
Engineering students, Lima 2020.
Ha: Project-based learning positively and significantly
impacts network administration in engineering students, Lima
2020.
TABLE XIII. MANN-WHITNEY TEST U TO TEST SPECIFIC HYPOTHESIS 2
Statistical
Group
U test
Control (n = 20)
Experimental (n = 19)
Mann-Whitney
Pretest
U = 185,000
Average range
19.75
20.26
Z = -, 154
Sum of ranges
395.00
385.00
p =, 878
Posttest
U = 56,000
Average range
13.30
27.05
Z = -3,975
Sum of ranges
266.00
514.00
p = .000
TABLE XIV. MANN-WHITNEY TEST U TO TEST SPECIFIC HYPOTHESIS 3
Statistical
Group
U test
Control (n = 20)
Experimental (n = 19)
Mann-Whitney
Pretest
U = 169,500
Average range
21.03
18.92
Z = -, 588
Sum of ranges
420.50
359.50
p =, 557
Posttest
U = 65,500
Average range
13.78
26.55
Z = -3,533
Sum of ranges
275.50
504.50
p = .000
According to the result described in Table XIV, the
network administration dimension, the control and
experimental groups in the posttest show the U-Mann-Whitney
= 65,000 and Z = -3,533, with p-     0.05;
therefore Ho is rejected and Ha is accepted.
IV. DISCUSSION
Regarding the validation of the general hypothesis, the
statistical results obtained values of Z = -4.488 and p value of
0.000 (see Table XI), so that project-based learning positively
and significantly impacts on network and communication
competences I, in engineering students, Lima 2020, for which
the results obtained in the post-test, it was determined that the
number of students who are at the regular and good level both
are approximately 80% of the total population of the
experimental group (see Table VI), verifying that the use of the
programmed designed project-based learning to improve the
learning competences of the communication networks I course,
improved the understanding of it in all its dimensions.thus
confirming the importance of using the project-based learning
methodology [27].
Regarding the validation of the specific hypotheses, the
analysis by dimensions was carried out, in which dimension 1
consists of 8 questions, dimension 2 consists of 3 questions and
dimension 3 consists of 9 questions, totaling 20 questions. For
the confirmation of the specific hypothesis 1; obtained values
of Z = -4,748 and p value of 0.000 in the posttest of the
experimental group compared to a Z = -, 187 and p value of
0.852 of the control group, thus also at the percentage level it is
observed that in the pretest in the bad level they were 47.4% of
students and in the post-test the percentage dropped to 10.5%
of students, thus it is also observed that in the case of the
regular level in the pretest, 52.6% of students are observed and
in the posttest the percentage dropped to 42.
To validate the specific hypothesis 2; values of Z = -, 154
were obtained greater than -1.96 (critical point) and a p value =
0.878 in the pretest there are initially no differences and then
when obtaining a Z = -3.975 and a p value = 0.000 in the
posttest , finding significant differences between the control
group and the experimental group, as well as at the percentage
level, it is observed that in the pretest the bad level was 94.7%
of students and in the posttest the percentage fell to 31.6% of
students, it is also observed that in the case of the regular level
in the pretest, 5.3% of students are observed and in the posttest
the percentage increased to 15.8% of students and finally in the
experimental group, a significant growth percentage at the
good level, being initially 0.0% to 52.6% in the posttest in the
pretest.
To confirm the specific hypothesis 3; values of Z = -3,533
and p value of 0.000 were obtained in the posttest of the
experimental group compared to a Z = -, 588 and p value of
0.557 of the control group, as well as percentage results were
obtained in order to observe the changes between the pretest
and posttest of the control group as well as the experimental
group, in which it is observed that in the pretest in the bad level
were 63.2% of students and in the posttest the percentage fell
to 15.8% of students, Thus, it is also observed that in the case
of the regular level in the pretest, 36.8% of students were
observed and in the posttest, the percentage was maintained at

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36.8% of students, and finally, in the experimental group, a
percentage of significant growth in the good level, being
initially 0 in the pretest, 0% to 47.4% in the posttest. Thus,
according to the statistical results found in specific hypothesis
3, project-based learning positively and significantly impacts
network administration in engineering students, Lima (see
Fig. 4).
V. CONCLUSIONS
We showed that project-based learning caused a positive
and significant impact on the dependent variable network and
communication competences I, in engineering students, Lima
2020, because the significance level was obtained Sig. = 0.000
 -4,488, indicating that the
proposed model is appropriate.
It was verified that project-based learning caused a positive
and significant impact on the knowledge dimension to solve
local area network design problems in engineering students,
Lima 2020, due to the fact that it reached the significance level
             -4,748,
demonstrating that the proposed model is acceptable.
Project-based learning was found to have a positive and
significant impact on the implementation dimension of network
convergence in engineering students, Lima 2020, because the

and Z = -3,975, indicating that the proposed model is
appropriate.
Project-based learning was shown to have a positive and
significant impact on the dimension of network administration
in Engineering students, Lima 2020, because the level of
 Z = -
3,533 of the experimental group in the posttest calculation,
confirming that the proposed model is valid.
VI. RECOMMENDATIONS
It is recommended to both public and private universities to
implement the use of the project-based learning program to
improve competences in the course of networks and
communications, in order to use it as a model for their best
student performance in classes, as well as motivate them in the
investigations of all professional academic activities
permanently in order to contribute to individual and team-
student-teacher-university improvement so that they can
interpret, design, plan and implement various solutions to the
same problem, both personally, family, social and
professionally.
We alos suggest to train the teachers of the networks and
communications course to learn the project-based learning
methodology, to use it as a reference model for class sessions,
since activities structured by a sequence of phases are
developed to carry out prototype professional projects,
managing to generate better research among teachers, thus
improving the levels of competences for the knowledge
dimension to solve local area network design problems.
It is recommended to develop the implementation
dimension of network convergence, through the project-based
learning program, in order to improve your competences to
successfully face the new challenges of emerging technological
trends. Finally, it is recommended to learn the network
administration dimension through project-based learning, in
order to improve technological organizations, closing the gap
in the job sector.
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