Recent advancements in the Higher Education have led to the adoption of diverse learning approaches across the globe. The current educational framework incorporates multiple techniques, such as collaborative learning, active learning, cognitive learning, and more to improve the performance of the student. Experiential learning is one of the promising approaches, enabling students to experiment with concepts and learn through practical application. This paper explores the effectiveness of Project-Based Learning (PBL), an experiential learning approach, in a higher education course to improve student learning outcome. This research focuses on understanding the relationship between PBL, Collaborative Learning (CL), Iterative Learning (IL), Authentic Learning (AL), Disciplinary Course Learning. The research contributes towards the effectiveness of PBL in improving the student learning outcome. Structural equation model is used to attain the findings. A positive relation is found between the PBL, collaborative learning, disciplinary course learning, iterative learning, and authentic learning. This relation in large has improved the learning outcome of the student to a greater extent. Hence PBL is found to be an effective technique to be adopted in higher education and enable the students to acquire new knowledge using various methods. This in turn will improve the learning outcome of the students.