An appraisal of the effects of project-based learning on STEM student retention in Kuje LGA, FCT Abuja
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Background of the Study
Project-based learning (PBL) has increasingly been recognized as an innovative instructional approach that fosters active learning, critical thinking, and real-world problem solving. In Kuje LGA, FCT Abuja, where rapid urbanization and technological advancements create dynamic educational challenges, PBL is being embraced as a strategy to improve STEM student retention and overall academic engagement. PBL involves students in collaborative projects that require the application of knowledge and skills in authentic contexts, thereby enhancing their understanding of STEM concepts. Recent studies have underscored that engaging students in hands-on projects can lead to higher retention rates and improved academic outcomes (Okoro, 2023).
In the context of Kuje LGA, the adoption of project-based learning is seen as a potential remedy to the declining interest and participation in STEM subjects. Traditional teaching methods, which rely heavily on rote memorization and passive learning, have been linked to decreased student motivation and retention. Conversely, PBL offers an interactive and student-centered approach that encourages exploration, innovation, and teamwork. Moreover, project-based learning aligns well with the practical demands of the modern workforce by equipping students with critical problem-solving skills and adaptability, which are essential for success in STEM fields (Adamu, 2024).
The region’s educational institutions are increasingly integrating project-based learning to address the challenges of low student retention and disengagement in STEM programs. However, while anecdotal evidence and preliminary studies suggest positive outcomes, there remains a significant gap in comprehensive, empirical research that examines the long-term effects of PBL on student retention in the STEM disciplines within Kuje LGA. Additionally, factors such as teacher preparedness, availability of resources, and the local socio-economic context play critical roles in the successful implementation of PBL. Understanding these factors is crucial for optimizing project-based learning strategies and achieving sustainable improvements in STEM education (Balogun, 2025).
This study aims to fill the existing research gap by critically appraising the impact of project-based learning on STEM student retention. It seeks to analyze the efficacy of PBL interventions, identify challenges in its implementation, and propose recommendations for enhancing its effectiveness. The research will utilize both quantitative and qualitative methods to capture a comprehensive picture of PBL’s influence on student retention in STEM, thereby contributing to the broader discourse on educational innovation and reform in the region.
Statement of the Problem
In recent years, educational stakeholders in Kuje LGA have observed a troubling decline in student retention within STEM programs, which is attributed, in part, to the limitations of traditional instructional methods. Despite the introduction of project-based learning as an innovative pedagogical strategy, there remains insufficient evidence regarding its effectiveness in sustaining student interest and engagement in STEM subjects. Teachers and administrators have reported mixed outcomes, with some projects yielding high levels of enthusiasm and learning, while others have failed to produce significant improvements. This inconsistency raises concerns about the factors influencing the success of project-based learning initiatives. Moreover, inadequate teacher training, lack of infrastructure, and insufficient support mechanisms may hinder the effective implementation of PBL, thereby limiting its potential impact on student retention (Chukwu, 2023).
The problem is further compounded by the absence of systematic evaluation frameworks that can accurately measure the long-term benefits of project-based learning in enhancing STEM retention. Without a clear understanding of these dynamics, educational policymakers and school administrators are unable to design and implement interventions that are both effective and scalable. Consequently, the persistent decline in student retention threatens the sustainability of STEM programs in the region, potentially impacting the future availability of a skilled workforce capable of driving technological and economic progress. This study seeks to address these gaps by providing a rigorous assessment of the effects of project-based learning on STEM student retention, thereby offering insights that can inform targeted educational reforms and resource allocation strategies (Eze, 2024).
Objectives of the Study
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To assess the impact of project-based learning on student retention in STEM subjects.
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To identify the challenges and enabling factors influencing the implementation of project-based learning in Kuje LGA.
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To recommend strategies for optimizing project-based learning to enhance STEM retention.
Research Questions
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What is the impact of project-based learning on STEM student retention in Kuje LGA?
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What challenges hinder the effective implementation of project-based learning in STEM education?
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How can project-based learning strategies be optimized to improve STEM student retention?
Research Hypotheses
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Project-based learning significantly improves student retention in STEM subjects.
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Teacher preparedness and resource availability moderate the effectiveness of project-based learning on student retention.
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Enhanced project-based learning interventions lead to higher engagement and retention rates among STEM students.
Significance of the Study
This study provides critical insights into the efficacy of project-based learning as a tool for improving STEM student retention in Kuje LGA. Its findings will inform policymakers, educators, and curriculum developers on best practices for integrating innovative instructional methods in STEM education. The study highlights the role of teacher training and resource allocation in the successful implementation of project-based learning, thus guiding targeted interventions. Ultimately, the research contributes to the broader goal of educational reform by promoting strategies that enhance student engagement and long-term retention in STEM programs (Folarin, 2023).
Scope and Limitations of the Study
The study is limited to examining the effects of project-based learning on STEM student retention in Kuje LGA, FCT Abuja, and does not extend to other pedagogical approaches or regions.
Definitions of Terms
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Project-Based Learning (PBL): An instructional approach where students learn by actively engaging in real-world and meaningful projects.
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STEM Retention: The continued engagement and persistence of students in STEM educational programs.
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Educational Innovation: The implementation of new ideas, methodologies, or tools aimed at enhancing learning outcomes.
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