Exploring the Effect of Problem-Based Teaching and Learning Strategy on Students' Learning Outcomes

Oreoluwa Senami Ajayi and Babatunde Kasim Oladele
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Oreoluwa Senami Ajayi: Institute of Education, University of Ibadan, Nigeria
Babatunde Kasim Oladele: Faculty of Education, University of Johannesburg, South Africa

Social Sciences and Education Research Review, 2024, vol. 11, issue 2, 180-188

Abstract: This study investigated the influence of problem-based teaching and learning technique on students' learning outcomes in economics in Lagos State. The study utilised a quasi-experimental design with a pre-test, post-test, and control group. A simple random technique was employed to choose six public schools. The students were allocated to experimental and control groups using random assignments. The instruments used were the Student's Attitude to Economics Scale and the Student's Economics Achievement Test. The data were analysed using an analysis of covariance. The treatment had a substantial influence on students' learning outcomes. The problem-based group of students achieved the highest average score. Gender did not have a notable impact on students' learning achievements. Implementing problem-based teaching and learning techniques led to enhanced learning outcomes in economics.

Keywords: Problem-based Learning strategy; Student gender; Learning outcomes; Academic Achievement in Economics (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:11:y:2024:i:2:p:180-188

DOI: 10.5281/zenodo.15258294

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