Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 6 (2021)
GENDER-RELATIVE EFFECT OF PROJECT-BASED LEARNING METHOD ON ACADEMIC ACHIEVEMENT AND RETENTION OF TECHNICAL COLLEGE STUDENTS IN BASIC ELECTRICITY
Eze, T. I
Department of Technology and Vocational Education, Faculty of Education, Nnamdi Azikiwe University, Awka
Onwusuru, I. M
Department of Technology and Vocational Education, Faculty of Education, Nnamdi Azikiwe University, Awka
Ginigeme, O. O
Department of Technology and Vocational Education, Faculty of Education, Nnamdi Azikiwe University, Awka
The gender-related controversies associated with effects of various teaching methods gave rise
to this study. This study was conducted to ascertain the gender-relative effect of project-based
learning method on academic achievement and retention of technical college students in Basic
Electricity. The study was carried out in Anambra state and adopted the quasi-experimental
research design. This was precisely, pretest, posttest, delayed posttest non-randomized control
group design which involved groups of students in their intact classes. A sample of 92 NTC II
students was drawn from a population of 179 students of state owned technical colleges in
Anambra state. Two research questions and two null hypotheses tested at 0.05 level of
significance guided the study. Basic Electricity Achievement Test (BEAT), a 40-item multiple
choice test which was based on the units covered in the study, served as the instrument used for
data collection. The BEAT and lesson plans for both control and experimental groups were all
validated by three experts from the faculty of education, Nnamdi Azikiwe University Awka. The
reliability coefficient of the instrument was found to be 0.82 using KR-20. Mean and standard
deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA)
was employed to test the hypotheses. Findings revealed that male and female technical college
students taught Basic electricity using project-based learning method had higher achievement
and retention scores than those taught using the conventional teaching method. Also findings
revealed that there was no significant difference in the mean achievement and retention scores
of the male and female students taught basic electricity using PBLM. Based on the findings of
this study, it was concluded that PBLM has the potential to improve male and female technical
college students’ academic achievement and retention in Basic electricity. Consequently, it was
recommended among others that Basic electricity teachers should use PBLM in the teaching of
Basic electricity and grant students equal opportunity during classroom instructions irrespective
of gender so as to enhance students’ academic achievement and retention in the subject.
to this study. This study was conducted to ascertain the gender-relative effect of project-based
learning method on academic achievement and retention of technical college students in Basic
Electricity. The study was carried out in Anambra state and adopted the quasi-experimental
research design. This was precisely, pretest, posttest, delayed posttest non-randomized control
group design which involved groups of students in their intact classes. A sample of 92 NTC II
students was drawn from a population of 179 students of state owned technical colleges in
Anambra state. Two research questions and two null hypotheses tested at 0.05 level of
significance guided the study. Basic Electricity Achievement Test (BEAT), a 40-item multiple
choice test which was based on the units covered in the study, served as the instrument used for
data collection. The BEAT and lesson plans for both control and experimental groups were all
validated by three experts from the faculty of education, Nnamdi Azikiwe University Awka. The
reliability coefficient of the instrument was found to be 0.82 using KR-20. Mean and standard
deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA)
was employed to test the hypotheses. Findings revealed that male and female technical college
students taught Basic electricity using project-based learning method had higher achievement
and retention scores than those taught using the conventional teaching method. Also findings
revealed that there was no significant difference in the mean achievement and retention scores
of the male and female students taught basic electricity using PBLM. Based on the findings of
this study, it was concluded that PBLM has the potential to improve male and female technical
college students’ academic achievement and retention in Basic electricity. Consequently, it was
recommended among others that Basic electricity teachers should use PBLM in the teaching of
Basic electricity and grant students equal opportunity during classroom instructions irrespective
of gender so as to enhance students’ academic achievement and retention in the subject.
Adigun, J., Onihunwa, J., Irunohkai, E., Sada, Y. & Adesina, O. (2015). Effect of gender on students’ academic
performance in Computer studies in secondary schools in New Bussa, Borgu Local Government of
Niger state. Journal of Education and Practice, 6(33). Retrieved on 24thMarch from www.iiste.org
Ali, S. (2013). Factors affecting academic achievement of students. American Journal of Educational Research
2013 (8), 283-289.
Amadike, O. (2015). Effect of interaction patterns on students’ achievement and interest in magnetism in Basic
Electricity in Technical colleges in South-South Nigeria. Academic Scholarship Journal. 10(1)114-
122.
Bako, P. W. (2017). Effect of project and demonstration teaching method on acquisition of brooding skills in
poultry among students in colleges of education in Plateau State, Nigeria. Unpublished Dissertation.
Department of Vocational and Technical Education, Ahmadu Bello University, Zaria.
Erdem, M., & Akkoyunlu, B. (2012). A study on project-based learning conducted with a team of 5th grade
students within the context of primary school social studies course. Elementary Education Online,
1(1), 2-11.
Eze, T. I., Ezenwafor, J. I., & Obidile J. I. (2016). Effect of gender on students’ academic performance and
retention in Financial accounting in Technical colleges. British Journal of Education, Society and
Behavioral Science 18(4), 1-9
Ezeudu .F. O. (2014). Influence of concept maps on achievement and retention of senior secondary
school students in organic chemistry. Journal of Education and Practice 4(19), 35-44.
Fakorede, S.A. (2010). Effect of mapping strategies and learning modes on the psychomotor
achievement of automobile technology students in Lagos state technical colleges.
Unpublished doctoral dessertation.Vocational Teacher Education Department. University
of Nigeria, Nsukka.
Federal Republic of Nigeria (2013). National Policy on Education. 6th Edition. Lagos: NERDC Press.
Ganai, M. Y., & Muhammad, A. M. (2013). Comparative study on adjustment and academic
performance of college students. Journal of Educational Research and Essays,1(1), 5-8.
Ginigeme, O. O. (2020). Effects of project-based learning method on students’ academic achievement
and retention in basic electricity in technical colleges. Unpublished Masters Thesis.
Department of technology and vocational education, Nnamdi Azikiwe Universirty, Awka.
Gokhan, B. (2011). Investigating the effects of project-based learning on students’ academic
achievement and attitudes towards English lesson. The Online Journal of New Horizon in
Education, 1(4), 1 – 15.
Hon-Hau, O. (2015). Students learning styles, gender and interaction effects on students’
achievement and retention of physics concepts. Journal of Education Research, (INJER) 6,
7-14
Iihan, I. (2014). A study on the efficacy of project-based learning approach on social studies
education: Conceptual achievement and academic motivation. Educational Research and
Reviews, 9(15), 487 – 497.
Jimoh, J. A. (2010). Comparative Effects of Two and Three Dimensional
Techniques of auto cad on spatial ability, interest and achievement of national diploma students in
engineering graphics. Unpublished Ph.D Thesis. University of Nigeria. Nsukka.
National Business and Technical Examinations Board (NABTEB) (2011) ETF, intervention in TVET
syllabus for engineering trades examination based on national board for technical
examinations modular curricular.
National Business and Technical Examinations Board (NABTEB) (2018).
MAY/JUNE NBC/NTC Examinations Report. Government Technical College, Onitsha.
Obidile, I. J. (2017). Effects of problem-based teaching method on students’ academic performance
and retention in accounting in technical Colleges in Anambra State. Unpublished
Dissertation. Nnamdi Azikiwe University, Awka.
Okoro, R. C. (2013). Effect of project-based learning on secondary school students’ academic
achievement, interest and retention in Home Economics. Unpublished Thesis. Department
of Art Education, University of Nigeria, Nsukka.
Okoyefi, Q. O. (2014). Effect of mode application techniques on achievement, retention and multiple
intelligences of students with different learning styles in biology. Unpublished Thesis.
Department of Science Education, University of Nigeria, Nsukka.
Oludipe, O. I. (2012). Gender difference in Nigerian junior senior secondary students’ academic
achievement in basic science. Journal of Education and Social Research, 2(1), 93-99.
Owodunmi, A. S. &Ogundola, I. P. (2013). Gender Differences in the achievement and retention of
Nigerian students exposed to the concept of electronic works trade through reflective
enquiry instructional technique, British Journal of Education, Society and Behavioral
Science, 3(4), 585-599. Retrieved from www, sciencedomain.org on 10th February 2020
Proulx, J. (2014). Apprentisage par Projet, Sante-Foy: Presses del’ Universite Quebec.
Tella, J., Indoshi, F. C. & Othuon, L. A. (2010). Relationship between students’ perspectives on the
secondary school English curriculum and their academic achievement in Kenya. Journal of
Educational Research, 1(9), 382-389.
performance in Computer studies in secondary schools in New Bussa, Borgu Local Government of
Niger state. Journal of Education and Practice, 6(33). Retrieved on 24thMarch from www.iiste.org
Ali, S. (2013). Factors affecting academic achievement of students. American Journal of Educational Research
2013 (8), 283-289.
Amadike, O. (2015). Effect of interaction patterns on students’ achievement and interest in magnetism in Basic
Electricity in Technical colleges in South-South Nigeria. Academic Scholarship Journal. 10(1)114-
122.
Bako, P. W. (2017). Effect of project and demonstration teaching method on acquisition of brooding skills in
poultry among students in colleges of education in Plateau State, Nigeria. Unpublished Dissertation.
Department of Vocational and Technical Education, Ahmadu Bello University, Zaria.
Erdem, M., & Akkoyunlu, B. (2012). A study on project-based learning conducted with a team of 5th grade
students within the context of primary school social studies course. Elementary Education Online,
1(1), 2-11.
Eze, T. I., Ezenwafor, J. I., & Obidile J. I. (2016). Effect of gender on students’ academic performance and
retention in Financial accounting in Technical colleges. British Journal of Education, Society and
Behavioral Science 18(4), 1-9
Ezeudu .F. O. (2014). Influence of concept maps on achievement and retention of senior secondary
school students in organic chemistry. Journal of Education and Practice 4(19), 35-44.
Fakorede, S.A. (2010). Effect of mapping strategies and learning modes on the psychomotor
achievement of automobile technology students in Lagos state technical colleges.
Unpublished doctoral dessertation.Vocational Teacher Education Department. University
of Nigeria, Nsukka.
Federal Republic of Nigeria (2013). National Policy on Education. 6th Edition. Lagos: NERDC Press.
Ganai, M. Y., & Muhammad, A. M. (2013). Comparative study on adjustment and academic
performance of college students. Journal of Educational Research and Essays,1(1), 5-8.
Ginigeme, O. O. (2020). Effects of project-based learning method on students’ academic achievement
and retention in basic electricity in technical colleges. Unpublished Masters Thesis.
Department of technology and vocational education, Nnamdi Azikiwe Universirty, Awka.
Gokhan, B. (2011). Investigating the effects of project-based learning on students’ academic
achievement and attitudes towards English lesson. The Online Journal of New Horizon in
Education, 1(4), 1 – 15.
Hon-Hau, O. (2015). Students learning styles, gender and interaction effects on students’
achievement and retention of physics concepts. Journal of Education Research, (INJER) 6,
7-14
Iihan, I. (2014). A study on the efficacy of project-based learning approach on social studies
education: Conceptual achievement and academic motivation. Educational Research and
Reviews, 9(15), 487 – 497.
Jimoh, J. A. (2010). Comparative Effects of Two and Three Dimensional
Techniques of auto cad on spatial ability, interest and achievement of national diploma students in
engineering graphics. Unpublished Ph.D Thesis. University of Nigeria. Nsukka.
National Business and Technical Examinations Board (NABTEB) (2011) ETF, intervention in TVET
syllabus for engineering trades examination based on national board for technical
examinations modular curricular.
National Business and Technical Examinations Board (NABTEB) (2018).
MAY/JUNE NBC/NTC Examinations Report. Government Technical College, Onitsha.
Obidile, I. J. (2017). Effects of problem-based teaching method on students’ academic performance
and retention in accounting in technical Colleges in Anambra State. Unpublished
Dissertation. Nnamdi Azikiwe University, Awka.
Okoro, R. C. (2013). Effect of project-based learning on secondary school students’ academic
achievement, interest and retention in Home Economics. Unpublished Thesis. Department
of Art Education, University of Nigeria, Nsukka.
Okoyefi, Q. O. (2014). Effect of mode application techniques on achievement, retention and multiple
intelligences of students with different learning styles in biology. Unpublished Thesis.
Department of Science Education, University of Nigeria, Nsukka.
Oludipe, O. I. (2012). Gender difference in Nigerian junior senior secondary students’ academic
achievement in basic science. Journal of Education and Social Research, 2(1), 93-99.
Owodunmi, A. S. &Ogundola, I. P. (2013). Gender Differences in the achievement and retention of
Nigerian students exposed to the concept of electronic works trade through reflective
enquiry instructional technique, British Journal of Education, Society and Behavioral
Science, 3(4), 585-599. Retrieved from www, sciencedomain.org on 10th February 2020
Proulx, J. (2014). Apprentisage par Projet, Sante-Foy: Presses del’ Universite Quebec.
Tella, J., Indoshi, F. C. & Othuon, L. A. (2010). Relationship between students’ perspectives on the
secondary school English curriculum and their academic achievement in Kenya. Journal of
Educational Research, 1(9), 382-389.