EFFECTS OF PROJECT-METHOD OF TEACHING ON THE ACADEMIC ACHIEVEMENT OF BUILDING TECHNOLOGY STUDENTS IN SOME SELECTED SECONDARY SCHOOL IN ATIBA LOCAL GOVERNMENT

ABSTRACT This study investigates the impact of the project-method of teaching on the academic achievement of Building Technology students in selected secondary schools within Atiba Local Government. Recognizing limitations of traditional pedagogical approaches, the research examines the effectiveness of project-based learning in fostering improved student outcomes. The primary objectives were to compare academic performance between students exposed to project-based learning and those receiving traditional instruction, determine the correlation between project-method implementation and student achievement, and identify challenges associated with integrating project-based learning into the Building Technology curriculum. A quasi-experimental design was employed, involving a sample of Senior Secondary School Three (SSS3) students. Students were divided into experimental (project-method) and control (traditional method) groups, with academic achievement assessed using a standardized Building Technology test. Data analysis utilized statistical methods to compare performance and identify significant relationships. The findings of this study provide insights into the effectiveness of project-based learning in Building Technology and inform recommendations for educators seeking to enhance teaching and learning practices.