Impacts of project-based Learning Methods on Achievement of Building Technology Education Students in College of Education in north West Zone Nigeria.

Abstract

The study examined the impact of project-based learning method on achievement of building technology students in colleges of education of North West Zone Nigeria. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. The target population is 12,568 students of technical Education NCE (Tech) I, II & III students from four schools. The sample size for this study consisted of 132 (99 male and 33 female) building technology education students NCE II from two (2) out of four (4) colleges of education (technical) in the North west Nigeria. Two schools were purposively sample based on equivalence (facilities and manpower). The subjects were randomly assigned to experimental and control group. 64 students of (49 male and 15 female) were assigned to experimental group while 68 students of (50 male and 18 female) to control group. Two research questions and two null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were project-based learning method achievement test (PBLMAT). The items of the PBLMAT were drawn based on table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation by three (3) experts in Industrial and technology education department, federal university of technology, Minna.. The reliability co-efficient of the PBLMAT obtained was 0.76. The PBLM was made up of 80 items multiple-choice objective test questions to test students' cognitive knowledge and 5 practical questions, each comprising steps that tested students' project-based learning method PBLM a Likert scale with 30 items were used to determine the motivational beliefs of students taught Building Technology Achievements Test. Cronbach-Alpa and ANOVA were used for data analysis and were tested at 0.05 level of significance. The study revealed that there was a statistical significant difference in the mean scores of students taught using Project-based learning method (PBLM). The study also revealed that there was no statistically significant difference in the mean scores of male and female students taught using PBLM. Based on these findings, it was recommended that Colleges of education (Technical) adopt PBLM for effective teaching and learning of Building Technology.The study examined the impact of project-based learning method on achievement of building technology students in colleges of education of North West Zone Nigeria. A pre-test, post-test, non-equivalent control group, quasi-experimental research design was adopted. The target population is 12,568 students of technical Education NCE (Tech) I, II & III students from four schools. The sample size for this study consisted of 132 (99 male and 33 female) building technology education students NCE II from two (2) out of four (4) colleges of education (technical) in the North west Nigeria. Two schools were purposively sample based on equivalence (facilities and manpower). The subjects were randomly assigned to experimental and control group. 64 students of (49 male and 15 female) were assigned to experimental group while 68 students of (50 male and 18 female) to control group. Two research questions and two null hypotheses, tested at 0.05 level of significance, guided the study. The instruments used for data collection were project-based learning method achievement test (PBLMAT). The items of the PBLMAT were drawn based on table of specifications built in order to ensure the content validity of the test. The instruments were also subjected to face validation by three (3) experts in Industrial and technology education department, federal university of technology, Minna.. The reliability co-efficient of the PBLMAT obtained was 0.76. The PBLM was made up of 80 items multiple-choice objective test questions to test students' cognitive knowledge and 5 practical questions, each comprising steps that tested students' project-based learning method PBLM a Likert scale with 30 items were used to determine the motivational beliefs of students taught Building Technology Achievements Test. Cronbach-Alpa and ANOVA were used for data analysis and were tested at 0.05 level of significance. The study revealed that there was a statistical significant difference in the mean scores of students taught using Project-based learning method (PBLM). The study also revealed that there was no statistically significant difference in the mean scores of male and female students taught using PBLM. Based on these findings, it was recommended that Colleges of education (Technical) adopt PBLM for effective teaching and learning of Building Technology.