Project – Project based learning and its implication on secondary school students

CHAPTER ONE

INTRODUCTION

• Background to the Study

Project-based learning (PBL) is an instructional approach that emphasizes learning by doing. It is a student-centered pedagogy that involves a dynamic classroom approach in which students acquire a deeper knowledge through active exploration of real-world challenges and problems. According to Bell (2010), PBL improves long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students’ attitudes towards learning.

Strobel and van Barneveld (2009) conducted a meta-synthesis of research on the impacts of PBL. They found that when compared to traditional lecture-based education, PBL was associated with greater student performance on assessment tests, more developed problem-solving skills, and improved knowledge retention. This suggests that PBL can be particularly effective in secondary school settings, where students are preparing for higher education and the workforce.

However, it’s important to note that the success of PBL in secondary schools is contingent on several factors. According to Holm (2011), these factors include the quality of the project design, the level of student autonomy, the relevance of the project to the real world, and the support provided by the teacher. Without these elements, PBL may not be as effective.

In terms of implications, PBL can significantly transform the learning environment and instructional method. A study by Geier et al. (2008) found that PBL can lead to significant improvements in students’ science grades and their likelihood of passing state tests. Moreover, students in the study reported enjoying their science classes more and feeling more prepared for future science courses and careers.

However, PBL is not without its challenges. Teachers must be prepared to handle a more open-ended and student-driven classroom, which can be time-consuming and require significant planning (Thomas, 2000). Additionally, some critics argue that PBL can lead to superficial understanding of the subject matter if not properly implemented (Helle et al., 2006).

Again, while PBL has its challenges, the benefits for secondary school students are significant. It promotes deeper learning, improves problem-solving and collaboration skills, and can lead to better academic outcomes. However, its success depends on careful implementation and a supportive learning environment.

• Statement of the Problem

Project-based learning (PBL) has been recognized as a potential solution to the traditional teaching methods that often fail to engage students in the learning process. However, the implementation of PBL in secondary schools has been met with various challenges. The first problem is the lack of understanding and knowledge about PBL among educators. Many teachers are not familiar with the principles and practices of PBL, which hinders its effective implementation (Bell, 2010).

Secondly, there is a lack of resources and support for PBL in many secondary schools. This includes both physical resources such as materials and spaces for project work, and intangible resources such as time and professional development opportunities for teachers (Thomas, 2000). Without these resources, it is difficult for schools to fully embrace and implement PBL.

Thirdly, the assessment of student learning in PBL is a complex issue. Traditional assessment methods are often not suitable for evaluating the diverse skills and knowledge that students gain through PBL. This creates a mismatch between the learning goals of PBL and the assessment practices in schools, which can undermine the effectiveness of PBL (Barron & Darling-Hammond, 2008).

Moreover, there is a lack of research on the long-term effects of PBL on secondary school students. While some studies have shown positive short-term outcomes, the long-term impacts of PBL on students’ academic achievement, motivation, and life skills are still unclear (Holm, 2011).

Lastly, the integration of PBL into the existing curriculum is a major challenge. Many teachers struggle to align PBL with the content and standards of the curriculum, which can lead to superficial or fragmented implementation of PBL (Ertmer & Simons, 2006).

Again, while PBL has the potential to transform secondary education, its implementation is fraught with challenges. More research and support are needed to address these issues and to fully realize the benefits of PBL for secondary school students.

• Aim and Objectives of the Study

The aim of the study is to examine Project based learning and its implication on secondary school students. The specific objectives are:

1. To investigate the impact of project-based learning on the academic performance of secondary school students.
2. To examine the role of project-based learning in fostering critical thinking and problem-solving skills among secondary school students.
3. To assess the influence of project-based learning on the motivation and engagement of secondary school students.
4. To explore the challenges and barriers in implementing project-based learning in secondary schools.

• Research Questions

The research questions are buttressed below:

1. What is the impact of project-based learning on the academic performance of secondary school students?
2. How does project-based learning foster critical thinking and problem-solving skills among secondary school students?
3. How does project-based learning influence the motivation and engagement of secondary school students?
4. What are the challenges and barriers in implementing project-based learning in secondary schools?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Project-based learning has no significant impact on the academic performance of secondary school students

H1: Project-based learning has significant impact on the academic performance of secondary school students.

• Significance of the Study

The significance of studying the implications of project-based learning (PBL) on secondary school students cannot be overstated. The first reason is that PBL has been identified as a potential tool for enhancing students’ academic performance. According to Helle, Tynjälä, & Olkinuora (2006), PBL can help students to better understand and retain the knowledge they learn in school. This is because PBL encourages students to actively engage with the material, rather than passively receiving information.

Secondly, PBL can foster critical thinking and problem-solving skills among students. As Bell (2010) points out, PBL requires students to take on complex tasks and find solutions, which can help them develop these essential skills. This is particularly important in today’s rapidly changing world, where the ability to think critically and solve problems is highly valued.

Thirdly, PBL can increase students’ motivation and engagement. According to a study by Han (2013), students who participate in PBL are more likely to be engaged and motivated in their learning. This is because PBL allows students to take ownership of their learning and work on projects that are relevant and interesting to them.

Fourthly, understanding the challenges and barriers in implementing PBL can help educators and policymakers to better support its implementation. For instance, Ertmer, Simons, Richardson, Belland, and Glazewski (2006) found that teachers often face challenges such as lack of time and resources when implementing PBL. By studying these challenges, we can find ways to overcome them and make PBL more accessible to all students.

Fifthly, the study of PBL and its implications on secondary school students can contribute to the existing body of knowledge on effective teaching and learning strategies. This can inform future research and practice in the field of education.

Lastly, the findings of this study can have practical implications for educators, school administrators, and policymakers. For instance, if the study finds that PBL can improve students’ academic performance and critical thinking skills, schools may be encouraged to incorporate more PBL into their curriculum. Similarly, if the study identifies specific challenges in implementing PBL, policymakers can take steps to address these challenges.

• Scope of the Study

The study examines the Project based learning and its implication on secondary school students. The study is limited selected Secondary Schools in Ikorodu, Lagos.

• Operational Definition of Terms

Project-based learning: This is an instructional approach that encourages students to learn by actively engaging in real-world and personally meaningful projects. It is a dynamic classroom approach where students acquire a deeper knowledge through active exploration of real-world challenges and problems.

Implication: In the context of education, implication refers to the potential impact or consequence that a particular teaching method or approach, such as project-based learning, may have on various aspects of education. This could include academic performance, student engagement, critical thinking skills, and more.

Secondary school: This is a type of school that typically includes grades 9 through 12 in the United States, but may also include grades 7 and 8 in some regions. It is also known as high school and is the school level following primary or elementary school. The age range of students in secondary school is typically from 12 to 18 years old.

Students: In the context of education, students are individuals who are enrolled in a school or other educational institution for the purpose of learning. In this case, the students are those attending secondary school.

Project – Project based learning and its implication on secondary school students