https://doi.org/10.65770/XNBX9543
ABSTRACT
Construction and project management education increasingly requires not just technical knowledge, but critical self-awareness and the ability to bridge theory with site-based realities. Traditional assessment often misses the “deep learning” required for complex problem-solving. This study investigates how reflective journaling (RJ) influences academic achievement—measured through both quantitative grades and qualitative skill acquisition—among students in project management and construction programs. A mixed-methods approach is recommended. This involves analyzing student journals for dimensions of reflective thinking and correlating these with academic performance data, such as test scores and project-based learning (PBL) outcomes. Regular journaling is expected to improve metacognitive skills, memory, and the synthesis of new knowledge with prior experience. It helps students manage “stress-time pressures” common in project-based work and increases their motivation to apply learning to real-world scenarios. Reflective journaling serves as a vital pedagogical tool that enhances academic achievement by fostering “reflection-for-action”. The study provides a framework for educators to integrate structured RJ into construction curricula to better prepare students for the professional demands of the 2026 industry.
References
- Ajayi, A., et al. (2017).Lean construction methods for construction project efficiency. Journal of Construction Engineering and Management
- Alt, D., & Raichel, N. (2020).Reflective practices in higher education: Pedagogical approaches and student learning. Springer
- Anderson, J. (2012).Using journals as a pedagogical instrument for student self-analysis. Journal of Professional Education, 15(2), 328-340
- Bagnato, K. M., Dimonte, V., & Garrino, L. (2013). Reflective journals as a research tool: The case of student teachers. Reflective Practice, 14(5).
- Bean, J. C. (1996).Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. Jossey-Bass
- Bennet, J. (2012). Integrated project delivery and lean construction techniques. Construction Management Journal.
- Boud, D. (2001). Using journal writing to enhance reflective practice. Adult Learning, 12(1), 9-12.
- Brewer, P., & Devnew, L. (2022). Reflective practice, self-awareness, and self-efficacy in higher education. Journal of Management Education.
- Brown, A., et al. (2011). Reflective writing and the transfer of learning. Higher Education Research & Development.
- Chan, E., & Wong, K. (2023).Students’ perceptions of reflective approaches: Written, audio, and video methods. Educational Studies
- Cohen, Y., & Shenhar, A. (2020). The impact of modern construction methods (MMC) on project management during COVID-19. International Journal of Project Management.
- Dyment, J. E., & O’Connell, T. S. (2011). Assessing the quality of reflection in student journals. Assessment & Evaluation in Higher Education.
- Farabaugh, A. (2007). The role of reflection in learning communities. Journal of College Student Development.
- Fikri, M. (2020). Efficient waste management practices in construction methods. Journal of Cleaner Production.
Download all article in PDF
