EFFECTIVENESS OF PROJECT-BASED LEARNING ON STUDENTS’ ACADEMIC ENGAGEMENT IN HIGHER INSTITUTIONS IN ANAMBRA STATE.

Abstract

The study examined the effectiveness of project-based learning on students’ academic engagement in higher institutions in Anambra State. The study was guided by three research questions and three hypotheses. Descriptive survey research design was adopted for this study. Population of the study comprised 15,552 students. The sample for the study was 778 students. Stratified random sampling technique was used for sample size selection. The instrument used for data collection was a self-structured questionnaire. Reliability of the instrument was determined by a means of trial test. In this case the same questionnaire was administered to 20 students from Enugu State. Cronbach Alpha was used to test the reliability of instrument. The Cronbach Alpha coefficients of the three clusters were 0.804, 0.780 and 0.803. These scores were high enough and considered reliable for the study. Face-to-face method of collection was used in collecting data from the respondents. Mean ratings and standard deviation were used to analyze the research questions. One sample T-test was used to test the hypotheses at 0.05 level of significance. The study found that inquiry-based, challenge-based and role-playing-based projects serve as dynamic and student-centered pedagogical approaches that significantly enhance academic engagement in higher institutions. These methods promote deeper understanding of course content, stimulate curiosity and foster critical thinking, collaboration and independent learning. Inquiry-based projects encourage learners to ask questions, investigate concepts and take ownership of knowledge acquisition, while challenge-based learning connects academic content to real-life problems, thereby increasing motivation and application of skills. Similarly, role-playing projects enrich classroom interaction by making abstract concepts relatable and by improving communication and confidence. Collectively, these active learning strategies not only drive student participation but also develop the cognitive, analytical and social competencies necessary for academic success in a competitive and evolving educational environment. The study recommended that higher institutions should integrate inquiry-based, challenge-based and role-playing projects into course curricula across disciplines to foster active student engagement, critical thinking and deeper comprehension of academic content.