Effects of Problem and Project-Based Learning Methods on Students Performance in Building Technology
Yahaya Ibn Salihu1, Mohd Safarin Nordin2
1Yahaya Ibn Salihu, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi, Malaysia Johor Bahru, Johor, Malaysia.
2Mohd Safarin Nordin, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi, Malaysia Johor Bahru, Johor, Malaysia.
Manuscript received on 28 September 2019 | Revised Manuscript received on 10 November 2019 | Manuscript Published on 22 November 2019 | PP: 918-923 | Volume-8 Issue-6S3 September 2019 | Retrieval Number: F10570986S319/19©BEIESP | DOI: 10.35940/ijeat.F1057.0986S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: The study was carried out to investigate comparative effects of the problem and project-based learning methods on students’ performance in Building Technology. Quasi-experimental study strategy of pre-test, post-test and non-equivalent control group was utilized. The study made use of 148 NCE II students of Building Technology in North-central Nigeria. This comprised 56 students for problem-based learning (PrbL), 47 students for project-based learning (PrjL) and 45 students for control group in the respective intact classes. The task of the teaching methods to classes was completed by simple balloting. Multiple choice test technique was used for data collection. The instrument was content-checked by three specialists while the consistency of the instrument was ascertained through Kuder Richardson 21 (K-R21) that produced 0.83 reliability coefficient. The administration of the pre-test to the three groups took place a week before the commencement of the treatments., The post-test was done to the pupils in the three groups after six weeks. mean and Analysis of Covariance (ANCOVA) at 0.05 level of significance was used to analyze the collected data. The results showed that both PrbL and PrjL methods significantly increased academic performance of students than lecture method. Although the mean performance gains score of the group exposed to PrjL was slightly higher than that of the group exposed to PrbL. There was significant (p < 0.05) difference among the mean performances of students in experimental groups and those in control group. Sexual role of the students has no important relationship with their performance in Building Technology Performance Test. The study recommended intensified use of PrbL and PrjL methods for effective instructional delivery in Building Technology.
Keywords: Problem-Based Learning, Project-Based Learning, Lecture Method, Academic Performance, Building Technology.
Scope of the Article: Design and Performance of Green Building