The primary purpose of this study was to quantify the performance of a collaborative project-based active learning technique designed for selected civil engineering students. It was hypothesized that students’ learning would improve through meaningful exposure and engagement in solving real-world engineering problems. The learning outcomes of students were assessed through a thorough evaluation of answers to a set of questionnaires administered before and after the effective learning along with individual written reports. Before the pre-test, students were exposed to traffic safety-related problems of the premises of a selected elementary school through traditional classroom-based learning tools and techniques. The post-test phase of assessment was conducted after the same group of students was allowed to see the real-world conditions through field trips. Afterward, two-dimensional assessments, question-based improvement, and level of learning using Bloom’s taxonomy were conducted to quantify the level of improvement of students’ learning. The written report also showed a significant improvement in defining, formulating, and solving engineering problems after the students conducted field trips in group settings. The findings of this study are expected to help engineering researchers and educators in developing models and frameworks of project-based effective learning.