Effects of Project-Based learning Strategy on Performance and Retention in Metalworks among Students in Technical Colleges of Katsina state, Nigeria
DOI:
https://doi.org/10.64348/zije.2025192Keywords:
Project-Based Learning, Performance, Retention, Metalwork, Welding and Fabrication.Abstract
The strategic importance of Technical and Vocational Education and Training (TVET) in national economic growth and development is globally acknowledged. In Nigeria, particularly in Katsina State, students’ academic performance in Metalwork Technology, especially in welding and fabrication, has remained unsatisfactory. This study investigated the effect of Project-Based Learning (PjBL) on performance and retention in Metalwork among students in technical colleges in Katsina State, Nigeria. The study was guided by two research questions and two null hypotheses. A quasi-experimental design involving pretest, post-test, and post-posttest nonequivalent, non-randomized control groups was adopted. The population comprised 72 NTC II students, out of which 51 were purposively selected as the sample. The Welding and Fabrication Achievement Test (WFAT) served as the main instrument for data collection. The instrument was validated by six experts and yielded a reliability coefficient of 0.828 using the Kuder-Richardson 20 (KR-20) method. Data were analyzed using mean and standard deviation to answer the research questions, while ANCOVA was used to test the hypotheses. The findings revealed a significant difference in the mean achievement scores between students taught with PjBL and those taught with the demonstration method, with the PjBL group performing better academically. However, the PjBL group showed lower retention in the delayed post-test. The study concluded that PjBL enhances learning outcomes in Metalwork more effectively than the demonstration method. It was recommended that Metalwork teachers adopt PjBL and that educational authorities organize workshops to strengthen teachers’ capacity for effective implementation.
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