V3I9P24

Effect of Project-Based Learning on the Achievement of Students in Basic Science at Secondary Schools in Kebbi State, Nigeria

Usman Gado Birnin Tudu^1*

Abstract

There is a need for a change from teacher-centered approaches to more learner-centered methods that are designed to improve learners’ engagement and learning involvement. The current study compared Project-based Learning (PjBL) with Conventional Learning Method (CLM) to determine its effectiveness on student’s achievement in Basic Science subject. Quasi-experimental non-equivalent control groups research design was employed. Purposive sampling was used in composing two intact classes. A sample of 80 students distributed across experimental (40) and control (40) groups in two public secondary schools located in Kebbi, Nigeria is used. Descriptive statistics and the sample t-test were used to examine the variables. Data for this study were generated through pre-test, post-test, and delayed post-test. The results revealed a significant difference in the student’s achievement in Basic Science in favor of the experimental group who experienced PjBL with a large effect size. However, there is no striking effect among students who experienced PjBL environment on retention of achievement in Basic Science.

Keywords:

Project-Based Learning, Conventional Learning Method, Achievement