TWO MODES OF PROJECT-BASED TEACHING METHOD AS A FACTOR ON STUDENTS’ ACHIEVEMENT IN BASIC SCIENCE: IMPLICATIONS FOR MATHEMATICS AND MEASUREMENT EXPERTS
DOI:
https://doi.org/10.48047/91dq0020Keywords:
Project-based teaching method, Group project-based learning, Individualized project-based learning, Academic achievement, Basic Science, Gender.Abstract
This study examined the efficacy of two modes of project-based teaching methods (grouped and individualized) on students’ academic achievement in Basic Science. The study also examined the influence of gender and the interaction effect of teaching methods and gender on students’ achievement. A quasi-experimental research design was adopted. The population of the study consisted of 2,279 Junior Secondary School II students, from which a sample size of 76 (34 males and 42 females) was drawn and assigned to experimental groups. Data were collected using a validated Basic Science Achievement Test (BSAT). The instrument yielded a reliability coefficient of 0.89 using KR-20 method. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that students taught using the group project-based teaching method achieved significantly higher mean scores than those taught using the individualized project-based teaching method. The results also showed that there was no significant difference in the mean achievement scores of male and female students in Basic Science. Furthermore, the interaction effect of teaching method and gender on students’ achievement was not significant. Based on these findings, the study concluded that the group project-based teaching method is more effective in improving students’ academic achievement in Basic Science and that the method is gender-inclusive. It was therefore recommended that Basic Science teachers should adopt structured group project-based instructional strategies to enhance students’ learning outcomes.
Downloads
References
Afua Ntroaduro, P., et al. (2024). Gender differences on the effects of learning environments on academic performance among tertiary students. Education & Youth Research, 4(2).
Bandura, A. (1977). Social learning theory. Prentice-Hall
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
Dewey, J. (1938). Experience and education. Macmillan.
Federal Ministry of Education. (2013). National policy on education (6th ed.). NERDC Press.
Gillies, R. M. (2007). Cooperative learning: Integrating theory and practice. Sage Publications.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317–333). Cambridge University Press.
Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons’ responses and performances as scientific inquiry into score meaning. American Psychologist, 50(9), 741–749. https://doi.org/10.1037/0003-066X.50.9.741
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2017). TIMSS 2011 international results in science. TIMSS & PIRLS International Study Center.
National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
Oludipe, D. I. (2012). Gender difference in Nigerian junior secondary students’ academic achievement in Basic Science. Journal of Educational and Social Research, 2(1), 93–99.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
West African Examinations Council. (2022). Chief examiners’ reports. WAEC Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
