Effects of Problem-Based Learning on the Students’ Retention of Pre-Service Technology Teachers in Foundry in North-West Nigeria

Abstract

This research investigates effects of Problem-Based Learning (PBL) on the retention level of pre-service metalwork technology teachers in metal foundry in North-West Nigeria. Two objectives and two research questions guided the research. The study employs a quasi-experimental design with pre-test and post-test measures. The research was situated in the North Western States of Nigeria, targeting a population of 522 pre-service metalwork technology teachers. Four intact classes are selected as a sample using a Simple Random Sampling technique. Data was collected through teacher-made Performance Test. Statistical analyses, including mean and standard deviations are employed to answer research questions. The findings reveal a statistically significant difference in post post-test mean Students’ retention between pre-service metalwork technology teachers exposed to problem-based learning and those instructed through traditional lecture methods. The study also revealed that there was no statistically significant difference in the mean retention level of pre-service metalwork technology Teachers taught metal foundry using problem-based learning approach in college of education and polytechnic. Therefore, the findings underscore the potential of problem-based learning to enhance Students’ retention among pre-service metalwork technology teachers. Finally, the study suggests that the adoption of problem-based learning methods can significantly improve the Students’ retention of pre-service metalwork technology teachers. Instructors are encouraged to explore and incorporate problem-based learning techniques into their teaching methodologies, creating dynamic and interactive classroom experiences.