Project- Based Learning and Secondary School Physics Students’ Academic Achievement in Light Topics in Oyo Metropolis, Oyo State

Abstract: One of the fundamental topics in Physics but found uninteresting by students is light. This birthed the need for a strategy to aid its teaching and learning, which this study focused on by determining the effect of project-based learning on academic achievement of secondary school physics students in light topics in Oyo metropolis. Guided by two research questions and two hypotheses, the study adopted a pre-test, post-test 2 X 2 quasi-experimental research design, consisting of two experimental groups and two control groups. The population of the study was 3751 Senior Secondary 2 (SS2) physics students in Oyo metropolis. A sample of 145 SS2 Physics students from four intact classes participated in the study via multi-stage and purposive sampling techniques: Experimental group (Urban, N=48, Rural, N=33) and Control Group (Urban N=37 Rural N=27) from the four selected schools. Data were collected using a validated Light Topic Achievement Test (LTAT) (KR-20=0.86). Research questions were answered using frequency counts and standard deviation, while ANCOVA was employed to test the hypotheses. The findings showed a significant effect of project-based learning strategy on the academic achievement of Physics students (F _(1;142) =13.24, P=0.00 < 0.05); and a significant interaction effect of project-based learning strategy on academic achievement of secondary school physics students on the bases of school location (F_{(1; 142)} = 36.05), P=0.00 < 0.05. The study concluded that project-based learning strategy was effective in teaching Light topics; and for teaching all school locations. It was recommended that physics educators should adopt Project-based learning strategy to enhance academic achievement in Light topics and at any school location. 

Project-based, Academic achievement, Light topic, School location, Secondary Schools

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