Impact of Project-Based Learning and Student Engagement among Junior Secondary School Social Studies Students in Kaduna State

Sunday Ezekiel Ashiege, Hashimu Mansir

Abstract


This study examined the impact of project-based learning and student engagement among junior secondary school social studies students in Kaduna State. The study adopted a quasi-experimental research design, specifically the non-equivalent control group design. The population of the study comprised one thousand, three hundred and eighty (1,380) junior secondary school students and Social Studies teachers in Kaduna State. A sample of 300 students and 30 Social Studies teachers was selected using simple random sampling technique. Data were collected using a structured questionnaire and Social Studies Performance Test (SSPT) administered to junior secondary school students and Social Studies teachers to obtain information on project-based learning practices and students’ cognitive, emotional, and behavioural engagement in Social Studies. Independent samples t-test was employed to determine differences between the experimental and control groups, while Pearson Product Moment Correlation was used to examine relationships among students’ engagement, academic performance, and teachers’ awareness and use of project-based learning. The findings indicated that project-based learning significantly enhances students’ engagement in Social Studies. students’ engagement significantly influences academic performance in Social Studies. teachers’ awareness significantly influences their use of project-based learning. The study conclude by recommending that Educational authorities and school administrators should encourage and support the systematic adoption of project-based learning in junior secondary school Social Studies classrooms, as it has been shown to significantly enhance students’ engagement and learning outcomes, among others.


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