THE IMPACT OF PROJECTS BASED LEARNING ON BIOLOGY ACHIEVEMENT AMONG SENIOR SECONDARY SCHOOL UNGOGO LGA

This study investigates the impact of Project-Based Learning (PBL) on Biology achievement among senior secondary school students in Ungogo Education Zone, Nigeria. Despite the recognized benefits of PBL in enhancing critical thinking and problem-solving skills, its implementation in the study area faces challenges such as traditional teaching methods, inadequate resources, insufficient teacher training, and large class sizes. Using a quasi-experimental research design (pretest-posttest control group). The population for the study consist of 1,495 students and the study assessed 306 SS2 Biology students, comparing PBL-based instruction with conventional methods. Data were collected via questionnaires and analyzed using descriptive statistics (mean, standard deviation, and percentages). Findings revealed that PBL significantly improves students' understanding of Biology concepts, academic performance, and knowledge retention compared to traditional lectures. However, challenges such as time constraints and insufficient funding hinder effective PBL implementation. The study recommends increased PBL integration in Biology curricula, enhanced teacher training, and better resource allocation by educational policymakers. Further research is suggested to explore long-term PBL effects and cost-effective implementation strategies in resource-limited settings. This study contributes to educational strategies by advocating for PBL as a viable approach to improving Biology education outcomes.