ANALYSIS OF PROJECT-BASED LEARNING ON UNDERGRADUATE SCIENCE STUDENTS IN THE UNIVERSITY OF BENIN

ABSTRACT

The purpose of this research work is to identify the patterns, opportunities, and specific moves in other words, analyze a selected method of teaching science which is Project Based learning, necessary in the effective teaching and learning of Science inclined courses in the Tertiary institution in order to develop and make relevant hypotheses. For effective and critical analogy, the study employs investigative analysis using lecture method of teaching to examine the impact, positive and negative effect and significance of using PBL in the teaching and learning of A science course. The course under review is Economic Plant Biology; PBB413. The technique employed in the examination and evaluation of project based learning was the questionnaire method where questionnaire was administered to a specific number of concerned respondents to in order to draw reference on its influence on the students' learning experience. Results of the observation indicate that there is a plaudable relationship between the expectations and the reality of the three departments under review, though not effective in the implementation aspect and not much gains of grounds, the study suggests further approaches to the use of methods of teaching and learning science. The findings of this study revealed that there is high level of efficiency and students‘ comprehension in the use of project based learning in the teaching and learning of Economic Plant Biology in the University of Benin. The study also revealed that there is low level of students comprehension when lecture method of teaching is employed especially when lecturers brief the students about little of the concept to be taught. Based on the findings it was recommended that science lecturers in the University of Benin employ the use of project based learning in order to boost students participation and aid effective and efficient teaching and learning of science courses