Effects of Integrated Problem and Project Based Learning on Building Technology Students in Academic Performance in Colleges of Education in North Central, Nigeria

Abstract

This study investigated the effects of integrated problem- and project-based learning (PBL+PjBL) on the academic performance, interest, and retention of building technology students in colleges of education in North Central Nigeria. G3Specifically, the study sought (a) to determine the effects of integrated problem and project-based learning on students’ performance, interest, and retention, and (b) to examine gender differences in these outcomes among students exposed to the integrated instructional approach. A quasi-experimental design involving pretest, posttest, and retention test was adopted. The sample comprised building technology students from selected colleges of education, assigned to experimental and control groups. Data were collected using validated achievement, interest, and retention tests, and analyzed with mean, standard deviation, and analysis of covariance (ANCOVA). Results revealed that students taught with the integrated PBL+PjBL strategy significantly outperformed those taught using conventional lecture methods in terms of achievement, interest, and retention. Findings also showed no significant gender differences in performance, interest, and retention among students exposed to the integrated instructional approach. The study concludes that combining problem- and project-based learning fosters deeper understanding, sustained interest, and better knowledge retention in building technology education. It is recommended that teacher educators adopt integrated PBL+PjBL approaches in technical and vocational classrooms, provide adequate instructional resources, and engage in continuous professional development to promote learner-centered pedagogies.