Assessment On The Effect Of Project Based Learning On Student Academic Performance

Project and Seminar Material for Education

Assessment On The Effect Of Project Based Learning On Student Academic Performance


Abstract


This study was carried out to examine the effect of project based learning on academic achievement of secondary school students in Ajeromi Ifelodun local government of Lagos State. The study was carried out to determine the extent project based learning is adopted by secondary school teachers, find out whether project based learning strategy improves students study behaviour, find out whether project based learning enhances students comprehension and learning quality, and determine whether project based learning improves students retention ability and academic achievement in secondary school. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected secondary schools in Ajeromi Ifelodun local government of Lagos State. In determining the sample size, the researcher conveniently selected 107 respondents and 100 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the project based learning is not well adopted by secondary school teachers, However, it improves students study behaviour. The study also revealed that project based learning enhances students comprehension and learning quality, and also improves students retention ability and academic achievement in secondary school. Therefore, it is recommended that there should be the deliberate need for the Ministry of Education to plan appropriate in-service training for teachers about how to use project-based approach during teaching and learning process. In-service training should be conducted regularly to help teachers acquire essential skills that are important in the process of teaching and learning by using project based approach. Because, most of the teachers confirmed that, they lack skills about the use of project-based approach during teaching and learning process. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

The project approach is an in-depth investigation of a real-world issue deserving of a student’s time and effort (Chard, 2011). PBL (project-based learning) is a teaching style in which students gain essential skills by completing real-world projects (Holubova, 2008). Teaching tactics that enable teachers to help students via in-depth investigation in the actual world are known as the project learning approach (Chard, 2011). Students learn to take responsibility for their own learning via Project Learning, and this instruction helps students lay a firm basis on which they may collaborate with others throughout their lives. This strategy focuses on creating a thorough unit around an activity that can be done in or out of the classroom (Pattnaik,Chakradeo and Banerjee, 2014). Project learning, according to Knoll (1997), is a method for students to (a) gain independence and responsibility, and (b) exercise social and democratic behaviors. Project learning was introduced into the curriculum to assist kids learn at school, study independently, and blend theory and practice, according to Knoll. The project approach is a goal-oriented, challenge-based activity that promotes successful and efficient cooperation by giving students’ actions more weight than the teacher’s information communication (Szállassy, 2008).

Project-based learning is innovative because it emphasizes cooperative learning. Students also produce concrete outcomes to demonstrate what they have learned. Students employ technology and investigation to answer to a complicated topic, problem, or challenge. PBL focuses on student-centered independent review and group study, as this one in control, with the teacher serving as adviser. Instead of classroom-based assignments, activities try to replicate real-world professional duties as closely as feasible. This encourages scholarly interpretations and allows students to take on several roles and build information that can be applied in more than one way. Finally, instead of a single proper solution by imposing predefined rules and regulations, it allows for a range and variety of results that are aware of the diverse ways.


1.2 Statement of the Problem

When project learning is implemented successfully, instructors and students are driven to actively participate and grow as individuals and collaborators in generating high-quality work that benefits them (Chard, 2011). Project learning, on the other hand, does not gather knowledge in a sequential manner, and if it is not effectively planned and implemented, it may not be completed on time. Pattnaik, Chakradeo, and Banerjee contend that the project learning technique has a number of drawbacks (2014). Projects are used as a teaching method in education, as well as for accomplishing outcomes and learning new abilities (Holzbaur, 2010). In addition, Holzbaur contends that projects are an effective way for teaching, training, and research in education. However, Holzbaur pointed out that project preparation and execution took a lot of time, as well as academic and pedagogical problems that need a methodical approach. Students, in particular, tended to pursue questions without examining their merits, they tended to pursue questions that were based on personal preference rather than questions that were warranted by the scientific content of the project, they struggled to understand the concept of controlled environments, they created research designs that were inadequate given their research questions, they developed incomplete data collection plans, and they frequently misunderstood the concept of controlled environments. Therefore against this backdrop that this study seeks to examine the effect of the effect of project based learning on student academic performance.


1.3 Objective of the Study

The main objective of this study is to investigate the effect of project based learning on academic achievement of secondary school students, specifically the study intends to:

  1. Determine the extent project based learning is adopted by secondary school teachers.
  2. Find out whether project based learning strategy improves students study behaviour.
  3. Find out whether project based learning enhances students comprehension and learning quality.
  4. Determine whether project based learning improves students retention ability and academic achievement in secondary school.

1.4 Research Questions

  1. What is the extent project based learning is adopted by secondary school teachers?
  2. Does project based learning strategy improve students study behaviour?
  3. Does project based learning enhance students comprehension and learning quality?
  4. Does project based learning improve students retention ability and academic achievement in secondary school?

1.5 Research Hypotheses

  • Ho: Project based learning does not improve students retention ability and academic achievement in secondary school.
  • Ha: Project based learning does improve students retention ability and academic achievement in secondary school.

1.6 Significance of the Study

The findings of this study will reveal the proper information for educational planners and administrators for further investigation and information about the Teachers’ and students’ perceptions on project teaching methods adopted in teaching process in secondary schools. The study was expected also to help on maintaining good conduct and make the required reforms in relation to both curricula coverage and students acquisition of life skills to improve the quality of education.

The development partners, especially educational partners, may use the findings of the study to design interventions that will improve the quality of education in secondary schools. Policy makers will also be enriched with data information as they will be able to design appropriate policy based into Teachers’ and students’ perceptions on participatory approach adopted in teaching process secondary schools.

Finally this research will help the curriculum developers to adjust to the system so as to overcome the constraints that might arise and restrict the provision of quality education in secondary schools.


1.7 Scope of the Study

The scope of this study borders on the impact of project based learning on academic achievement of secondary school students. The study is however delimited to selected secondary schools in Ajeromi Ifelodun local government in Lagos State.


1.7 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only secondary schools in Ajeromi Ifelodun local government in Lagos State. Thus findings of this study cannot be used for generalization for other secondary schools in other states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.


1.9 Definition of Terms

Problem Based Learning

The problem based learning (PBL) strategy can be defined as an instructional approach that argues for the importance of practical experience in learning. The PBL strategy also works as a collaborative working environment, which challenges students on a high practical and analytical level Cheng et al., (2008).
Academic Performance: How well or badly students do in studies at school.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the effect of project based learning on academic achievement of secondary school students in Ajeromi Ifelodun local government of Lagos State. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the effect of project based learning on academic achievement of secondary school students in Ajeromi Ifelodun local government of Lagos State. The study is was specifically carried out to determine the extent project based learning is adopted by secondary school teachers, find out whether project based learning strategy improves students study behaviour, find out whether project based learning enhances students comprehension and learning quality, and determine whether project based learning improves students retention ability and academic achievement in secondary school.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent were teachers of some selected secondary schools in Ajeromi Ifelodun local government of Lagos State.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. The project based learning is not well adopted by secondary school teachers, However, it improves students study behaviour.
  2. Project based learning enhances students comprehension and learning quality, and also improves students retention ability and academic achievement in secondary school.

5.4 Recommendations

Based on the responses obtained, the researcher proffers the following recommendations:

  1. There should be the deliberate need for the Ministry of Education to plan appropriate in-service training for teachers about how to use project-based approach during teaching and learning process. In-service training should be conducted regularly to help teachers acquire essential skills that are important in the process of teaching and learning by using project based approach. Because, most of the teachers confirmed that, they lack skills about the use of project-based approach during teaching and learning process.
  2. There is need for the establishment of conducive environment for learning and teaching. This is due to the challenges that teachers face on the use of project-based approach in ordinary secondary schools such as shortage of teachers. This includes insufficient of T/L resources and facilities, overcrowded classes. For example, the government is advised to ensure the increase of school capitation funds especially in secondary schools to buy T/L resources for effective implementation of project-based approach, building of laboratories, classes and libraries corresponding to the number students enrolled. Furthermore, it is also advised that secondary school teachers should be involved in curriculum design, policy making and other educational changes because they are implementers and interpreters of curriculum in school.

Project Material Download

6,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…


Step One Purchase

Make Payment (Through Transfer) of ₦6,500 to Any of the Account Below

Access Bank PlcAcc No: 0811003731
Samphina Academy
Current Account
Zenith BankAcc No: 1225513212
Samphina Academy
Current Account
PalmPay Main LogoAcc No: 8143831497
Samphina Academy
Digital Account

Or CLICK HERE To Pay With Debit Card


FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($25)
FOR GHANIAN STUDENTS
Make Payment of 200 GHS to 0553978005 | Douglas Cloud Osabutey | MTN MoMo

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: Assessment On The Effect Of Project Based Learning On Student Academic Performance

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply


  Contact Our Help Desk


Need a Different Topic? Perform a Quick Search



List of Related Works

Click on Any Topic to Preview the Content


Frequently Asked Questions


Does the learning environment affect students’ academic performance in junior secondary school?

  • However, little is known on the impact of the learning environment on students’ academic performance in junior secondary school in the Ojo Local government area of Lagos State. 1. find out the effect of the learning environment on the students’ academic performance.

Does student engagement in blended learning improve outcomes in Pharmacy Education?

  • These findings support other pharmacy education studies that describe positive student outcomes associated with student engagement in blended learning.16-18Namely, the analysis revealed that engagement with the online module was positively related to engagement in class and positively related to academic performance.

How does e-learning affect students academic performance?

  • E-learning approach has become an increasingly popular learning approach in higher educational institutions due to vast growth of internet technology. Nowadays E-learning has a competitive advantage and many tertiary institutions have implemented it and this has impacts on students’ academic performance or GPA.

Do school facilities affect students’ academic performance in schools?

  • Relating this study to international occurrences are the assertions of Williams, Persaud, and Turner (2008), quoting Marsden (2005), which reported that safe and orderly classroom environment (an aspect of instructional space), School facilities (accessories) were significantly related to students’ academic performance in schools. 
samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.