IMPACT OF PROJECT BASED LEARNING ON STUDENTS ACADEMIC PERFORMANCE AND ATTITUDE IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN ZONAL EDUCATION QUALITY ASSURANCE (ZEQA) IN KATSINA
Abstract
Abstract:
This study investigates the impact of project-based learning (PBL) on students’ academic performance and attitudes towards biology among secondary school students in Katsina under the Zonal Education Quality Assurance (ZEQA) program. The research adopts a quasi-experimental design involving two groups: an experimental group exposed to PBL and a control group taught using traditional methods. Data were collected through pre-test and post-test assessments, as well as attitude questionnaires. The findings indicate that students in the PBL group showed significant improvement in both academic performance and positive attitudes towards biology compared to the control group. The study concludes that project-based learning is an effective instructional strategy for enhancing understanding, engagement, and interest in biology among secondary school students. Recommendations include integrating PBL into the regular biology curriculum to foster active learning and critical thinking skills.
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