An assessment of problem-based learning in STEM classrooms in Shanga LGA, Kebbi State
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- NGN 5000
Background of the Study
Problem-based learning (PBL) is an instructional approach that emphasizes the active exploration of real-world problems to develop critical thinking, collaboration, and self-directed learning skills. In Shanga LGA, Kebbi State, the integration of PBL in STEM classrooms is gaining momentum as educators seek innovative strategies to enhance student engagement and improve academic performance. PBL shifts the focus from traditional didactic teaching to a learner-centered paradigm where students are encouraged to identify, analyze, and solve complex problems (Garba, 2023). This approach is particularly beneficial in STEM education, where understanding and applying theoretical concepts in practical contexts is essential. Through PBL, students not only grasp fundamental principles but also develop skills such as creativity, teamwork, and effective communication, which are critical for success in today’s dynamic work environments (Ibrahim, 2024).
In Shanga LGA, where resource limitations and traditional teaching methods have historically hindered active learning, the adoption of PBL represents a transformative shift. Schools implementing PBL report increased student motivation, enhanced problem-solving abilities, and a greater connection between academic content and real-life applications. Moreover, PBL encourages teachers to adopt facilitative roles rather than simply delivering content, thereby fostering a more interactive classroom environment. Recent studies indicate that such pedagogical innovations can lead to improved retention of STEM concepts and better prepare students for future academic and professional challenges (Yusuf, 2025).
The move towards PBL in STEM classrooms is also supported by government and community initiatives aimed at modernizing education and aligning it with global best practices. However, despite its potential benefits, the implementation of PBL is not without challenges. Issues such as inadequate teacher training, limited instructional resources, and resistance to change among traditional educators may impede its full realization. Additionally, the measurement of learning outcomes in a PBL environment presents unique challenges, as standard assessment tools may not accurately capture the complex skills developed through this approach. Consequently, there is a critical need for empirical research to evaluate the impact of PBL on student engagement and academic achievement in STEM subjects within Shanga LGA. This study seeks to provide such evidence by examining the effectiveness of problem-based learning in improving both the cognitive and non-cognitive skills of students, while also identifying the obstacles that may limit its successful implementation.
Statement of the Problem (300 words)
Despite the promising advantages of problem-based learning in enhancing student engagement and academic performance, its implementation in STEM classrooms in Shanga LGA faces several challenges. Many teachers, accustomed to conventional lecture-based methods, find it difficult to transition to a facilitative role required by PBL. This shift demands not only a change in teaching style but also extensive training and support, which are often lacking in local schools (Garba, 2023). In addition, inadequate resources—such as access to up-to-date technological tools and learning materials—further constrain the effective use of PBL strategies. These challenges result in inconsistent application of problem-based methodologies across classrooms, thereby limiting the potential benefits for student learning.
Furthermore, the traditional assessment systems currently in use are ill-suited to measure the complex competencies developed through PBL. Standardized tests may fail to capture improvements in critical thinking, teamwork, and problem-solving skills, which are the core objectives of PBL (Ibrahim, 2024). The absence of appropriate evaluation frameworks means that the true impact of PBL on student performance remains underexplored. Additionally, resistance to pedagogical change among educators and administrators contributes to the slow adoption of problem-based approaches in the region. The combination of these factors creates a significant gap between the theoretical benefits of PBL and the practical realities experienced in STEM classrooms in Shanga LGA.
Without addressing these challenges, the potential of problem-based learning to revolutionize STEM education may remain unrealized. There is an urgent need to systematically investigate the barriers to effective PBL implementation and to develop strategies that can support teachers in this transition. This study aims to fill this gap by providing empirical evidence on the effects of PBL on student learning outcomes and by identifying actionable solutions to enhance its adoption in Shanga LGA.
Objectives of the Study
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To assess the effectiveness of problem-based learning in enhancing critical thinking skills in STEM classrooms.
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To evaluate the impact of PBL on student engagement and academic performance in STEM subjects.
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To identify challenges in implementing PBL in STEM classrooms in Shanga LGA.
Research Questions
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How does problem-based learning affect student engagement in STEM classrooms?
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What impact does PBL have on critical thinking and problem-solving skills among students?
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What challenges do educators face in implementing PBL in STEM education in Shanga LGA?
Research Hypotheses
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H1: Problem-based learning significantly improves student engagement in STEM classrooms.
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H2: PBL enhances critical thinking and problem-solving skills among STEM students.
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H3: The effectiveness of PBL is dependent on adequate teacher training and resource availability.
Significance of the Study (100 words)
This study is significant as it investigates the transformative potential of problem-based learning in STEM education within Shanga LGA. By evaluating the impact of PBL on student engagement and critical thinking, the research provides vital insights for educators and policymakers seeking to modernize teaching practices. The findings will help pinpoint specific challenges and inform the development of targeted interventions to support PBL implementation. Ultimately, the study contributes to the broader effort of educational reform by highlighting how innovative pedagogies can enhance learning outcomes, prepare students for real-world challenges, and foster a more dynamic, interactive classroom environment.
Scope and Limitations of the Study
The study is limited to assessing the impact of problem-based learning on STEM education in selected schools within Shanga LGA, Kebbi State. It focuses on student engagement, academic performance, and the challenges of implementing PBL, without addressing other instructional methods or subjects outside the STEM curriculum.
Definitions of Terms
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Problem-Based Learning (PBL): An instructional method where students learn through solving complex, real-world problems.
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Critical Thinking: The ability to analyze and evaluate information to form reasoned judgments.
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Student Engagement: The level of interest, participation, and enthusiasm that students exhibit in the learning process.
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