Project-Based Learning and Learners’ Academic Achievement in Physics at Ordinary level in Government Aided Secondary Schools In Ibanda Municipality

Abstract

The study focused on examining the relationship between project-based learning and academic achievement in physics among ordinary level students in government aided secondary schools in Ibanda Municipality. The study was guided by the following objectives; to examine the indicators of project-based learning in physics at ordinary level in government aided secondary schools, to assess academic achievement in physics at ordinary level in government aided secondary schools and to determine the relationship between project-based learning and academic achievement in physics at ordinary level in government aided secondary schools in Ibanda Municipality. A descriptive research design was employed using both quantitative and qualitative approaches to allow triangulation. Both stratified, systematic and purposive sampling techniques were applied to select the 467 respondents with responses of 432. Data collection methods such as questionnaire survey and interview methods were used. Data was analyzed with descriptive statistics, Pearson correlation coefficient and multi-linear regression analysis. The findings of the study were; Students are grouped and given supervisors for project learning; class timetable has a provision for project work; Students conduct research and hands on during the project implementation. However, it was disagreed that students identify the critical project problem and students present findings from project research. The study also concluded that progress assessment scores determine physics academic achievement; end of term scores manifests physics performance in schools; grades at Uganda Certificate of Education (UCE) is an indicator of physics academic achievement and collaboration between teachers and students can improve their performance in physics. The study also concluded that there is a positive significant but weak relationship between project-based Learning and Academic learners’ achievement. The study recommends that evaluation in the project-based learning should be authentic. It also recommends that the teaching materials which are prepared basing on the project-based learning method should be obtained from a learning environment, students develop better performance skills in science and technology teaching and have more increased self-efficiency beliefs as compared with students instructed by using the traditional method. The study also recommends that project based learning (PBL) should highly be emphasized in the new current curriculum so that learners can perform very well especially in science subjects that’s chemistry, biology and physics as well. Projects should be identified basing on the existing problem in the society and research should be made by the learner when addressing all the procedures of the project. The study also recommends that enough resources in form of scholastic materials should be provided so as to promote project-based learning and learner’s academic achievement in physics at ordinary level in government aided secondary schools especially in Ibanda Municipality.