Evaluation of the Effectiveness of Project-Based Teaching Method in the Teaching and Learning of Geometrical Transformation at Ordinary Level. A Case Study of Marondera District of Mashonaland East Province, Zimbabwe

Fungai Gonhi and Sesilani Nkomo
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Fungai Gonhi: Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe
Sesilani Nkomo: Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 4, 1764-1774

Abstract: The major objective of this research project was to evaluate the effectiveness of the Project-Based Learning(PBL) method at Ordinary Level. Some progress record books, mark schedule at the particular school where the study was carried out were consulted and proved that most learners performed below average in the geometrical transformations. This research project used the quantitative research approach with experimental research design following an adoption of positivism philosophical paradigm. The population of the study were all form threes of the year 2023 and the sample selected was through cluster sampling procedure. Data were gathered from participants through questionnaires, observation and pre-test and post-test document. Analysis pointed out that basically PBL encourages independence, helps students gain and develop 21st century competencies such as critical thinking, creativity, collaboration and problem-solving skills. PBL activities were found to allow students develop deep content knowledge, assists learners to be directly involved in making decisions about the topic focus and the investigations involved. Profound information from a successful research done in South Africa by Nadia Rehman, Xiao Huang and Amir Mahmood on “Altering Students’ Attitude Towards Learning Mathematics Through PBL†suggested that PBL increases motivation to learn, engagement and participation of learners in mathematics learning. Recommendations were made to parents, teachers and other stakeholders. It was suggested as a recommendation that parental involvement can also contribute to student success and motivation.

Date: 2025
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