Effects of Project-Based Learning Strategy on Academic Achievement and Skill-Acquisition in Foundry and Forging among Federal College of Education (Technical) Students in Northwest Nigeria

Abstract

Technical and Vocational Education and Training (TVET) plays an important role in developing skilled manpower for technological advancement and industrial productivity. However, the academic achievement and practical skill-acquisition of Foundry and Forging among College students in North-West Nigeria remain persistently low due to inadequate instructional methods and limited practical engagement. This study investigated the effects of project-based learning (PjBL) on the academic achievement and skill acquisition of students in a Foundry (sand casting). This study was guided by two research questions and two null hypotheses. A quasi-experimental pre- and post-test non-equivalent control group design was adopted. The study population comprised 32 NCE Metalwork Technology students in Colleges of Education in North-West Nigeria. The Foundry Achievement Test (FAT) and Foundry Skill-Acquisition Observation Schedule (FSAOS) were used for data collection. Mean and standard deviation were used to answer the research questions, while analysis of covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using PjBL achieved higher mean scores in academic achievement and skill acquisition than those taught using the lecture method. The ANCOVA results showed significant differences in academic achievement (F = 14.815, p = .001, η² = .338) and skill acquisition (F = 398.641, p = .001, η² = .932) in the PjBL group. The study concluded that PjBLis more effective than the lecture method in improving students’ learning outcomes in foundry (sand casting).