At Brest University, the SQL course of the CS bachelor degree is based on the constructivist paradigm and project-based learning. In 2015, we conducted research, based on a questionnaire, to assess how constructivist principles were perceived by students. Five years later, with the number of students having increased from 35 to 119, we had to return to a classical teaching method. To evaluate scaling up impact, we analyzed the redesigned system using the same questionnaire. Responses statistics for 2015 and 2020 are analyzed. Students' perceptions changed very little and the self-assessment results were very similar. However, comparing grades reveals that some students do not have the knowledge they claim to have, probably due to a lack of work favored by working in pairs.