Effect of Project-Based Learning Approach on Achievement and Interest of Basic Technology Students in Junior Secondary Schools in Bida and Kontagora areas of Niger State

Abstract

The purpose of this study was to ascertain the effects of project-based learning approach on interest and achievement of basic technology students in junior secondary schools in Bida and Kontagora areas of Niger State. Three research questions and three null hypotheses guided the study. The design of the study was quasi-experimental, on-equivalent Control Group Design. The design was appropriate since randomization of subjects was not done and intact classes were used. The population for the study was 2,809 JSS II students made up of 1,246 male and 1,563 female students and the sample size was 200 students from the four intact classes used for the study. Each intact class came from one coeducational school, used for the study with two from Bida zone for one class each representing experimental and control groups. Similarly, the other two classes came from Kontagora Education zone, one each for Experimental and Control group. Purposive sampling was used in selecting the four schools. The four intact classes used were purposely drawn from the coeducational schools in the local government area of the State in order to determine which of the schools becomes the Experimental or the Control group. The instruments of Basic technology Achievement Test (BTAT) and Basic technology Interest Inventory (BTII) were used to collect data on interest and cognitive achievement of students in Basic technology respectively. The three research questions were answered using mean and standard deviation scores while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses at 0.05 level of significance. The results revealed that the use of project-based learning as a teaching method increased students interest and achievement in basic technology more than the conventional chalkboard method of teaching. Both male and female students achieved highly as a result of the use of project-based learning on students’ achievement in Basic technology. The male and female students' achievement in experimental group increased highly as a result of the use of project-based learning. Based on the results, it was recommended among others that Basic technology teachers be trained on how to master the technique needed for preparation and the use of project-based learning for effective teaching and learning of basic technology by students.