By Yaro, L (2024). Greener Journal of Social Sciences, 14(1): 104-116.
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Table of Contents
Greener Journal of Social Sciences
Vol. 14(1), pp. 104-116, 2024
ISSN: 2276-7800
Copyright ©2024, Creative Commons Attribution 4.0 International.
https://gjournals.org/GJSC
Department of Curriculum Studies and Teaching
Faculty of Education, University of Buea.
Type: Research
Full Text: PDF, PHP, HTML, EPUB, MP3
Published: 18/07/2024
Yaro Loveline
E-mail: Lyulay2000@ gmail. com
Keywords: Project-Based, Learning, Enhancing Competency-Based, Education, Primary Schools.
Nursery and Primary Education is the foundation of sustainable learning where young learners are molded and encouraged to be dynamic and creative. Cameroon has ratified several conventions related to compulsory and quality primary education, ranging from the Jomtien Education Framework (1990), the Salamanca Statement (1994), the Dakar Framework (2000) to the Incheon Declaration (2015), precisely the fourth Sustainable Development Goal (SDG4) (MINEDUC, 2018). Such governmental efforts are in an attempt to ensure learners experience an all-round development, geared toward acquiring relevant knowledge, skills and attitudes which are necessary to cope with current society challenges. In this 21st century, work-related skills, social and personal competencies, cognitive and non-cognitive skills, such as critical thinking, problem solving, cooperation, effective communication, motivation, persistence, learning to learn, IT literacy, social and emotional skills are among the core skills that primary school pupils are expected to acquire as they undergo primary education. However, despite this, the rate at which such change is evident in today’s primary school learners fall short of expectation and it is a call for concern.
Currently, the ministry of Basic education (MINEDUB) has affected the implementation of a new curriculum designed to guide the development of basic competences in the learners and to set the foundation for learning with emphasis on Science, Technology, Engineering and Mathematics (STEM). To achieve this, the curriculum has outlined seven National Core Skills which learners are expected to acquire by the end of primary school, in addition to four broad-based competences which learners are expected to exhibit, as proof of meeting the expected learning outcomes of the primary school circle. From this standpoint, teachers’ pivotal role becomes very crucial and thus, Project-Based Learning (PBL) have been recommended as a major pedagogic approach to achieve such outcomes. This study therefore, examines the project-based learning activities and its role in enhancing competency-based learning in primary schools in the South West Region of Cameroon
Background of PBL
PBL as a pedagogic approach, is considered to be rooted in the progressive philosophy of John Dewey who advocated for more student-centered and experiential approaches to education. This approach is considered to supports deep structured learning through active exploration of real-world problems and challenges (Pellegrino & Hilton, 2012; Peterson, 2012). In line with this, Dewey advocated for the philosophy of ‘learning by doing’ which is believed to have laid the theoretical foundations of PBL (Coufalová, 2006). As the main figure of the progressive philosophy, he is considered as the ideological father of PBL.
Inspired by the philosophies of John Dewey, William Kilpatrick, developed the “project method,” which is considered as the first formalization of a PBL model (Peterson, 2012). In his ideas, the key to the “project method” lays in its being “an activity undertaken by students that really interested them” (Ravitch, 2000, p. 179). He emphasized the significance of student interest and suggested concentrating the educational content into work of projects. The main interest was to develop children’s personality as such and laid stress on students’ responsibility towards their own learning. Kilpatrick’s ideas were disseminated widely among teachers and administrators during the progressive education movement.
Though it is criticized by those who emphasize the importance of students’ developing specific content knowledge in traditional subject areas (Loveless, 2013), PBL and other instructional approaches that emphasize deep structured learning and the development of skills needed for success in school, career, and civic life have become increasingly popular (Huberman et al., 2014). Thus, PBL has been theorized to be an approach that could address learners’ poor educational achievements by enhancing learners’ motivation, conceptual knowledge, and problem-solving skills (Thomas, 2000). Recently, education reformers and policymakers have advocated for a more expansive and holistic vision for public education that aligns with the deeper learning goals of PBL. Technology can support successful PBL implementation and enhance its effectiveness (Ravitz and Blazevski, 2014). Therefore, recent innovations in educational technology have equally enhanced the implementation and effectiveness of PBL and has contributed to its appeal in our present-day pedagogy.
The Evolution of Pedagogic Approaches in Cameroon Primary Schools
Teaching methods are considered as special procedures through which educational goals are attained. The Cameroon education system has experienced pedagogic evolutions in an effort to meet up contemporary pedagogic processes which are adopted to address learners’ educational needs. these pedagogic evolutions range from the Objective-based Approach (OBA) through the Inferential Thinking Approach, that was referred to as “New Pedagogic Approach” to the Competence-based Approach (CBA) or the Behavioural Objective-based Approach which is in use today (MINEDUC, 2018). The CBA facilitates the development of skills through the practice of Project Based Learning, Cooperative Learning and Integrated Theme Learning. The underlying philosophy of the CBA requires that learning should be based on the potentials of the learner. The learner should be responsible for his/her own learning. The focus is on learning and not on teaching. As a result, it is important for the classroom teachers to diligently determine the characteristics of their learners before engaging them in any learning activity. It is expected that lesson preparation should always implicitly or overtly provide for gender equity, inclusiveness and for multiple intelligences (MINEDUC, 2018), such that all learners will be involved in the teaching learning transaction.
Statement of the Problem
The new primary school curriculum which is learner-centred is based on the development of skills needed to meet the challenges of contemporary Cameroon in particular and the world at large. To achieve this, the syllabuses which is presented in ten subject areas in all the three levels is expected to be taught in an interesting, more practical and problem-solving approaches in a realistic context, guided by the integrated learning themes. This is to ensure that the seven National Core Skills and the four Broad-Based Competences are effectively enhanced in learners. To this do, PBL, among others, which allow learners to explore, gather, process, refine, present information and to engage in purposeful and relevant learning is recommended as an effective pedagogic approach. It is not doubt that the effective implementation of PBL remain problematic and challenging to teachers and it therefore, a call for concern. If this is not addressed, learners who are at the center of the teaching learning process will not have enough opportunities to construct knowledge and develop metacognitive and other practical skills needed to cope with the challenges of 21 century education. Thus, they will continue to lack in core skills such as communication skills, problem-solving skills, critical thinking skills, personal and inter personal skills and many others. It is on this basis that this study examines the project-based activities and its implications to competency-based learning in primary schools in Buea municipality.
Objectives of the Study
This study is guided by two specific objectives which include:
To find out the project-based learning activities in primary schools in Buea Municipality
To examine the role of Project-Based Learning in enhancing competency-based learning in primary schools in Buea Municipality
Research Questions
The following research questions are formulated for this study:
What are the projected-based learning activities in primary schools in Buea municipality?
What is the role of Project-Based Learning in enhancing competency-based learning in primary schools in Buea municipality?
Project-Based Learning (PBL)
Though relatively new in educational discussions in Cameroon, Project-based learning (PBL), has been in existence and use for a long time. During this period, several definitions have been put up to explain it major characteristics. In most definition of PBL, the central point lies on learners’ active engagement in real-world and personally meaningful projects. Lenz and Larmer (2020) defined PBL “as a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” (p. 67). This means that students start discovering by themselves to answer or give solutions to problems that resemble real life. These problems become interdisciplinary because learners not only use the target language to communicate but also engage in processes that allow them to negotiate meaning (Salomon, 2003, p. 1). When learners are engaged in activities that are interdisciplinary, they develop different skills that will directly contribute to the understanding of the contents. Thomas (2000, p.1) stated that, PBL is “a model that organizes learning around projects”. In line with this, the intended learning of new skills and content happens through the project that learners carry out in groups.
MINEDUC (2018), elaborated on PBL as a pragmatic approach to learning in which learners create their own knowledge through learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks. It should be noted that projects are designed to allow learners with a variety of different learning styles to demonstrate their acquired knowledge, skills and attitudes. Therefore, a well-designed PBL activity is one which addresses different learning styles and does not assume that all learners can demonstrate their knowledge, skills and attitudes in a single or standard way. It is an effective way of connecting classroom activities to the real world through a process of integration. PBL is an investigative or discovery type of learning; it is a research-based method of learning, wherein, together with the learners, questions are asked, investigated and solutions proposed and presented.
PBL is centred on different characteristics and principles that allow teachers to successfully guide students in the process to reach the target objectives. These principles allow pupils to engage in active learning. They also make learners learn in dynamic manners and get involved in different cognitive processes where classes become learner centered. Besides, they help the learner acquire knowledge in significant ways because prior knowledge is activated and linked to the new one. PBL is a holistic and useful approach for promoting twenty-first century learning skills in learners. It is a collaborative, inquiry-based teaching method where learners are integrating, applying and constructing their knowledge as they work together to create solutions to complex problems as stated by Guo et al., (2020).
PBL relies on four significant ideas of effective learning. These ideas states that, learning is most effective when learners (1) construct their understanding actively and (2) work collaboratively in (3) authentic learning environments, whilst being sufficiently scaffolded with (4) cognitive tools (Krajcik & Shin, 2014). Compared to traditional teacher-led instruction, PBL has been found to result in greater academic achievement (Chen & Yang, 2019). Additionally, it has been shown to improve learners’ skills in critical thinking and question-posing (Sasson et al., 2018). There is also some evidence that PBL might contribute to developing students’ intra- and interpersonal competencies (Kaldi et al., 2011).
Project based learning is carried out in stages. The principal stages consist of identifying a problem through the help of the Integrated learning themes such as those of the Cameroon primary school curriculum, structuring the project in stages, specifying the contents, defining and distributing tasks, roles and responsibilities, establishing a calendar of activities, defining rules for the proper functioning of the teams, identifying the method of collecting data and ICT tools to be used and specifying the follow up of the project (MINEDUC, 2018). In practical terms, PBL can be implemented in the following ways:
Identify a problem: This has to be done together with the learners in order to give them ownership of their learning and of the final product which will be the project. Once a problem is identified, a project is designed to bring about a solution to the said problem.
Identify all the parts of a project namely: Beginning, progression and a culminating event. That is, you should master how to start off with the project because as mentioned earlier, it should be a process that involves learning across the curriculum or better still, across all subjects. There is a progression part in a project in Project-Based Learning in order to show that the project is not an end in itself but a means to an end. This implies that the subjects are taught in order to enable the learner either solve a problem or produce something concrete.
Brainstorm with colleagues about the progression and set aside a “Project Book” where ideas are jotted down: Points about the progress of the project should equally be jotted (monitoring progress). This enables the actors in the project to see what is working and what is not working and reformulate questions and bring out more concrete solutions. This will also lead or aid in the culmination event where the entire process will be explained.
Discuss with learners. Learners are skillfully guided both in class and at the project site towards the realization of the project. The learner’s place should not be taken up by the teacher; they should be guided to complete or carry out tasks as individuals and as groups as the case may be. The tasks should not be carried out for them: leading questions and clues are vital in helping them carry out their tasks.
Assign a role to every learner. No learner should feel isolated or abandoned nor left behind. Assigning roles empowers them and builds the spirit of togetherness, initiative, creativity and responsibility in the learner.
Discuss the progress of the project with individual learners, groups and with the whole class: Discussing the progress of the project entails participation, improving on aspects that are lacking and making the project participants (learners) feel anxious to complete the task/solve the problem.
Respect all the three parts of the project: This include introduction (identifying a problem and proposing a solution that is a project), progression (carrying out the project) and the culmination event (presenting and evaluating the project). It should be noted that the culmination event is paramount and should not be left out. It must be a presentation by the learners while the teacher evaluates the success of the project with the help of the points in the “Project exercise/note book”. Project-based learning helps the teacher to assess learners as many times as the need arises.
The benefits of PBL are countless. Some of them as stated by MINEDUC (2018) include: promotes lifelong learning skills, enhances logical thinking, promotes team spirit and hard work, promotes entrepreneurial skills, promotes bonding and interaction, creates responsible attitudes in learners, helps learners to manage their resources, motivates learners, builds confidence in learners, renders learning practical, situates learning in a real life situation, makes learners inquisitive/curious, develops problem-solving skills in learners, improves on learners communication skills, makes the task of assessment and evaluation for the teacher easier and more enjoyable.
Competency Based Learning
Global demands of the 21st century has influenced a drastic shift in school culture, structures, and pedagogic practices towards the adoption of competency-based education model which focused on ensuring that all students succeed and addresses the fundamental shortcomings of the traditional model of education. Today, the competency-based education is being implemented at deeper levels in primary schools all over Africa, Cameroon inclusive. This has come with similar educational reforms with different names such as mastery-based education, proficiency-based education, and performance-based education.
Competency-based learning is an approach to designing academic programs with a focus on competencies (knowledge, skills and abilities) rather than time spent in a classroom. According to Gervais (2016) Competency-based education (CBE) is a synthesis between a liberal arts education and the professional education movement. It combines an intentional and transparent approach to curricular design with an academic model in which the time it takes to demonstrate competencies varies and the expectations about learning are held constant. In the competency-based learning model, learners acquire and demonstrate their knowledge and skills by engaging in learning exercises, activities and experiences that align with clearly defined programmatic outcomes. Learners receive proactive guidance and support from teachers and earn credentials by demonstrating mastery through multiple forms of assessment, often at a personalized pace.
Competency based learning holds that majority of learners will achieve competence in the specified content area as long as they are given the opportunity and freedom to progress at their own pace and their learning experiences are structured according to their interests and needs (Sturgis and Casey 2018). This challenges the notion that learning takes place at a certain speed and place. With competency-based learning, all learners try to gain the desired level of mastery. For some, this will take a short time, while others will need more time to do so. In addition, some students may have already acquired the knowledge and skills before starting their current education level. They may have achieved these competencies through their previous experiences. However, showing their mastery of these competencies will be sufficient for them to progress in their learning. As can be understood, according to CBE, which is an outcomes-focused approach, time is seen as the variable, while performance as the constant (Stafford 2019). Competencies, often represent more than knowledge and skill levels: they require the effective applications of existing knowledge and skills in certain context (Egodawatte 2014). That is why the ministry of basic education recommended pedagogic approaches such as Project-based learning where learners will have a level ground to exhibit the knowledge and skills they have acquired in a realistic context.
In the Cameroon context, the ministry of Bais education has outlined a number of competencies referred to as Learner’s Profile which the Ministry intends to develop in the form of knowledge, skills and attitudes in learners under its authority. At the end of the primary school cycle, the learner is expected to have acquired national core skills in view of stepping into secondary school or engaging in other learning contexts or activities. Furthermore, the learner must equally have acquired key values in the five domains. On a similar note, they should show interest in learning all the subjects. The outlined seven National Core Skills which should be acquired by the end of both nursery and primary cycles of education include:
Communication in the two official languages (English and French) and the use of at least one national language. Communication in English, in French and in at least one National Language implies the ability to use the four language skills of these languages. The learner should be able to listen, communicate orally, and be able to read and to write. The language competence is a prerequisite for access to other core skills.
Use of basic notions in Mathematics, Science and Technology. Introducing notions of Mathematics, Science, and Technology involves the acquisition of knowledge, skills and attitudes in these subject areas and the ability to use them to address challenges in real life situations.
Practice of Social and Citizenship Values (morality, good governance and budgetary transparency). This involves inculcating patriotic, moral, citizenship and values of good governance in the learners of both cycles so as to prepare them for a harmonious insertion into the society.
Demonstration of the Spirit of Autonomy, a Sense of Initiative, Creativity, and Entrepreneurship. Developing this competence in the learner calls for the assembling of multidisciplinary knowledge and skills in view of developing the learners’ social integration skills, creativity as well as managerial and entrepreneurial potentials.
Use of Basic Information and Communication Technology Concepts and Tools. Generally, this core skill requires the use of information and communication technology tools in school and in society. It is related to healthy, safe and responsible use of various ICT devices for learning and for leisure activities. In addition to this, it develops logical and critical thinking, automated management of information (analysing, summarizing, and assessing), and apt communication skills.
Practice of Lifelong Learning. This implies that the learner will demonstrate the desire and the will to continue education and organize self, especially through efficient time and information management.
Practice of Physical, Sports and Artistic Activities. This competence provides learners with a platform to develop their physical, psycho-motor, artistic, personal and interpersonal skills as well as improve their wellbeing. It enables them to acquire knowledge, skills and attitudes required for their participation in various physical, psycho-motor, sports and leisure activities in order to strengthen social harmony and ensure a healthy lifestyle.
In addition to acquiring the National Core Skills at the end of Primary Education, pupils should equally exhibit the four broad-based competences namely:
Intellectual competences: Intellectual Competences include: exploiting information, solving problems, acquiring logical thinking and a sense of observation, exercising critical judgement, practising creative and innovative thinking
Methodological competence: Methodological competences include: giving self efficient working methods, exploiting information and communication technologies, organizing learning, arousing the desire to learn each subject
Personal and interpersonal competences. Personal and interpersonal competences enable the learner to: develop his/her personality, acquire abilities in view of his/her socio-cultural integration and individual fulfilment, cooperate with others
Communication competences. Communication competences enable the learner to: communicate in an appropriate manner in the two official languages and communicate in at least one national language
Kolb’s (1984) Experiential Learning Theory (ELT)
Kolb’s (1984) experiential learning theory defines learning as “the process whereby knowledge is created through the transformation of experience” (Kolb 1984, p. 41). This learning model portrays two dialectically related modes of grasping experience; Concrete Experience (CE) and Abstract Conceptualization (AC) and two dialectically related modes of transforming experience; Reflective Observation (RO) and Active Experimentation (AE). According to this four-stage learning cycle, immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences. Kolb (1984) developed the Learning Style Inventory (LSI) to assess individual learning styles. While individuals tested on the LSI show many different patterns of scores, research on the instrument has identified four statistically prevalent learning styles – Diverging, Assimilating, Converging, and Accommodating.
Accodong to Kolb (1984), the Diverging style’s dominant learning abilities are Concrete Experience (CE) and Reflective Observation (RO). Learners with this learning style are best at viewing concrete situations from many different points of view. The implication is that it calls for generation of ideas, such as a “brainstorming” session, thus enhancing skills development. Learners with a Diverging learning style prefer to work in groups, listening with an open mind and receiving personalized feedback so as to enhance creativity. PBL in our primary schools targets such competences. The Assimilating style’s dominant learning abilities are Abstract Conceptualization (AC) and Reflective Observation (RO). Learners with this learning style are best at understanding a wide range of information and putting into concise, logical form. Individuals with an Assimilating style are less focused on people and more interested in ideas and abstract concepts. Such ideas can be put into practical use when learners involve in project-based activities in school. The Converging style’s dominant learning abilities are Abstract Conceptualization (AC) and Active Experimentation (AE). Learners with this learning style are best at finding practical uses for ideas and theories. They have the ability to solve problems and make decisions based on finding solutions to questions or problems. The Accommodating style’s dominant learning abilities are Concrete Experience (CE) and Active Experimentation (AE). Learners with this learning style have the ability to learn from primarily “hand-on” experience. They enjoy carrying out plans and involving themselves in new and challenging experiences. Bu exposing learners to numerous school related projects, their hand-on experiences will enhance their ability to develop problem-solving skills, thus enhancing the necessary competencies in them.
Vygotsky’s (1968) Social Constructivism Theory
Vygotsky’s Social constructivism theory holds that language and culture are the frameworks through which humans experience, communicate, and understand reality. According to Vygotsky, language and culture play essential roles both in human intellectual development and in how humans perceive the world. This is to say that learning concepts are transmitted by means of language, interpreted and understood by experience and interactions within a cultural setting. Since it takes a group of people to have language and culture to construct cognitive structures, knowledge therefore is not only socially constructed but co-constructed. In social constructivism children’s understanding is shaped not only through adaptive encounters with the physical world but through interactions between people in relation to the world that is not merely physical and apprehended by the senses, but cultural, meaningful and significant, and made so primarily by language. Hein (1991) puts it in his own way that the level of potential development (academic achievement) is the level of development that the learner is capable of reaching under the guidance of teachers or in collaboration with peers. Learning is seen as a social activity associated with other human beings like the peers, family members as well as casual acquaintances, including the people that existed before. Social Constructivism recognizes the social aspect of learning and the use of conversation, interaction with others, and the application of knowledge as an essential aspect of learning and a means to achieving learning objectives.
Vygotsky believed that life long process of development is dependent on social interaction and that social learning actually leads to cognitive development. In other words, all learning tasks (irrespective of the level of difficulty), can be performed by learners under adult guidance or with peer collaboration. The implication of this theory is that it helps to give a backup to the establishment of opportunities for learners to collaborate with the teacher and peers in constructing knowledge and understanding in a project-based learning environment. As learners interact with people, material and immaterial environment, they gain understanding and gather experience which is needed to live successful and functional lives, thereby developing learning competences
This study was conducted in primary schools in Buea municipality. The research design adopted in this study was the descriptive survey research design. Using this design, the researcher described in quantitative terms the project-based learning activities and its role in enhancing competency-based learning. The study targeted all the teachers in primary schools in Buea municipality, especially those in the town center. A structured questionnaire with closed-ended questions were formulated to gather the required information for the study. The questionnaire was likert-scale type, consisting of five scale response options: Strongly Agreed (SA), Agree (A), Neutral (N) Disagree (D) and Strongly Disagree (SD). The score for the options will be 4(SA), 3(A), 2(D), 1(SD) respectively. The questionnaire was arranged so as fit well the specific objectives of this study. The reliability of the instrument was as follows:
Reliability Analysis
Table 1: Reliability Analysis Report
The consistency of the respondents was satisfactory with the coefficient values ranging from 0.806 (Good) to 0.922 (Excellent). The overall coefficient value of the questionnaire is 0.864 above the recommended threshold of 0.7. The low variance denotes that the teachers had similar views irrespective of their demographic information. (See Detail reliability statistics per statement).
School-based practices related Project-Based Learning
Project-Based Learning enhance competency-based learning.
Method of Data Analysis
The data collected from the field were first processed using an Excel Spreadsheet whereby, all the participants’ responses in accordance with each of the test items keyed. During this process of data entering, the demographic information and test items were coded with numbers to facilitate the data entering. The questionnaires were also assigned with serial numbers. The reason for coding and assigning each questionnaire a serial number was to permit easy verification of participants individual responses on the database if doubtful values or entries occurred. After the data were completely entered for all the participants, it was exported to SPSS version 27 for further consistency, data range, and validation checks. The purpose was to identify invalid codes computed with the aid of exploratory statistics.
After the data were thoroughly checked for possible errors, it was analyzed using the descriptive and inferential statistical tools. The descriptive tools used were frequency count, percentages, mean and standard deviation and multiple responses set which aimed at calculating the summary of findings for each variable for a quick comprehension of the overall findings. The mean in addition to percentage was used to better appreciate the practices of Project-Based Learning and the extent it enhances Competency-Based Learning. To add more evidence to the extent to which Project-Based Learning enhances Competency-Based Learning, the multinominal logistic regression was used because it accommodates categorical variables. To effectively use this test, the role of Project-Based Learning in enhancing Competency-Based Learning was computed/control against school type which represented teachers from all three-school type. By using this statistical technique, it permitted the possibility of depicting best, the extent to which, with the aid of Cox and Snell statistics, Project-Based Learning enhances Competency-Based Learning. The higher the pseudo-r-square value, the stronger the variation accounted. Finally, all inferential statistics were presented at 95% confidence interval.
The findings of the study were presented based on data collected from 62 teachers teaching in primary school in the Buea Municipality, Fako Division, South West Region of Cameroon.
Table 2: Demographic Information
The demographic analysis revealed that teachers were sampled from classes one to six which is a good representation for the study. Moreover, among the 62 teachers, 43.5% (27) were teaching in public schools, 41.9% (26) in private schools, and 14.5% (9) in confessional schools. Cumulatively, 56.5% (35) were teachers from non-government schools which was not significantly different from the 43.5% (27) of teachers from government/public schools. Thus, there was a good representation of teachers by school type. By gender, more of the teachers 64.5% (40) were female almost two times higher when compared to 35.5% (22) who were male. This gender discrepancy is due to the sector dominated by female teachers. Finally, by age group, 27.4% (17) of teachers were withing the age group of 26-30 years, 24.2% (15) within the age group of 31-35 years, 19.4% (12) within the age group of 20-25 years, 17.7% (11) above 40 and 11.3% (7) 36-40 years of age.
Research Question One: What are the school-based practices related Project-Based Learning in primary schools in Buea municipality?
Table 3: Assessment of School-Based Practices Related to Project-Based Learning in Primary Schools
(69,4%)
(25,8%)
(1.6%)
(46.8%)
(50.0%)
(0.0%)
(3.2%)
(48.4%)
(35.5%)
(4.8%)
(9.7%)
(53.2%)
(40.3%)
(38.7%)
(8.1%)
(51.6%)
(37.1%)
(6.5%)
Teachers brainstorm on different project activities.
(43.5%)
(51.8%)
(45.2%)
(41.9%)
(67.7%)
(27.4%)
(%)
(48.8%)
(41.2%)
(4.4%)
(3.4%)
(2.2%)
Key: SA=Strongly Agree, A=Agree, D=Disagree and SD= Strongly Disagree.
Cumulatively and in overall, 90.0% of teachers indicated that Project-Based Learning practices are carried out in their school while 5.6% denied and 4.4% neutral, but the overall mean of 3.22 on a scale of 1-4 not up to 3.5 implies that Project-Based Learning practices are not frequently carried out. (Not very high). Specifically, 95.1% (59) of teachers indicated that projects carried out in school and are based on different activities while 3.2% (2) denied. Similarly, 95.1% (59) of teachers accepted that teachers evaluate the success of every project they carry out with learners in school while 3.2% (2) were neutral. In a similar trend, 93.5% (58) of teachers confirmed that their involvement of learners in identifying PBL while 3.2% (2) denied. Moreover, 91.9% (57) of teachers accepted that teachers brainstorm on different project activities while 6.4% (4) disagreed. Another, 91.9% (58) of teachers agreed that teachers give learners the opportunity to present finished projects while 4.8% (3) disagreed and 3.2% (2) neutral. Furthermore, 90.3% (56) of teachers confirmed teachers involving the progression of projects with learners while 4.8% (3) disagreed. Equally, 88.9% (55) of teachers indicated that teachers are involve in brainstorming different activities and put learners together in small groups to brainstorm while 6.4% (4) disagreed. Similarly, 88.7% (55) of teachers indicated that project implementation is done at different stages while 2.3% (2) denied and 8.1% (5) neutral. Also, 88.7% (55) of teachers agreed that learning involves in identifying parts of projects while 9.7% (6) disagreed. Findings equally showed that 87.1% (54) of teachers agreed that teachers have project books for jotting and assign specific roles to individual students on projects while 4.8% (3) disagreed. Moreover, 83.9% (52) of teachers agreed that each project enhances all learning domains while 11.3% (7) disagreed and 4.8% (3) neutral. Finally, 82.3% (51) of teachers agreed that teachers respect all aspects involve in carrying out PBL while 9.7% (6) denied and 8.1% (5) neutral.
Research Question Two: What extent does Project-Based Learning enhance competency-based learning in primary schools in Buea municipality?
Table 4: Relevance of Project-Based Learning to Competency-Based Learning in Primary Schools
(54.8%)
(32.3%)
(64.5%)
(56.5%)
(61.3%)
(24.2%)
(69.4%)
(58.1%)
(48.2%)
(47.1%)
(3.8%)
(1.0%)
Cumulatively and in overall, 95.3% of teachers indicated that Project-Based Learning enhances Competency-Based Learning while 1.0% disagreed and 3.8% neutral. The overall mean of 3.65 above 3.50 on a scale of 1-4 implies that Project-Based Learning has a very high influence in enhancing Competency-Based Learning. Specifically, 98.4% (61) of teachers agreed that PBL enhances learners’ ability to solve problems, enhances logical and critical thinking, and enhances creativity while 1.6% (1) either disagreed or stay neutral. Similarly, 96.8% (60) of teachers confirmed that PBL enhances moral and ethical values, enhances social skills, enhances lifelong learning skills, and enhances physical activity while 3.2% (2) either disagreed or were neutral. Moreover, 95.1% (59) of teachers indicated that involving learners in PBL enhances interest in STEM and enhances learners’ ability to understand school related subjects while 1.6% (1) disagreed and 3.2% (2) neutral. Findings also showed that 93.5% (58) of teachers confirmed that PBL enhances entrepreneurship skills and technological and ICT skills while 6.5% (4) were neutral. Similarly, 91.9% (57) of teachers agreed that PBL enhances learners’ artistic skills and language skills while 8.1% (5) did not hold such view. Finally, 90.3% (56) of teachers also affirmed that PBL enhances development of interpersonal skills and organizational skills while 9.7% (6) do not share the same viewpoint.
Table 5: Model Fitting Information Depicting the Extent Project-Based Learning Enhances Competency-Based Learning in Primary Schools
(Cox and Snell)
Statistically, findings revealed that PBL do have a significant influence (p-value< 0.001) in enhancing the Competency-Based Learning and this appears to be strong as indicated by a high Pseudo R-Square of 0.812. In other words, Competency-Based Learning in Primary Schools will be more achievable when Project-Based Learning is frequently / constantly carried out and vice versa.
In line with research question one, the findings showed that Project-Based Learning practices are carried out in primary schools in Buea Municipality, though not frequently. This implies that teachers realized the importance of PBL in skills acquisition and are putting the prescribed methodology to use. According to Vygotsky’s (1968), knowledge is not only socially constructed but co-constructed where learners understanding is shaped through adaptive encounters with the physical world and through interaction with others. Such learning situation is upheld by the practice of PBL in primary schools in Buea Municipality. Looking at the findings, it shows that the practice of PBL enhances learners’ potential development (academic achievement) to an extent that they are capable of reaching their full potentials, under the guidance of teachers and in collaboration with peers.
In response to research question two, the findings shows that Project-Based Learning enhances Competency-Based Learning with a very high positive influence. This relates to Kolb (1984) experiential learning were observations and reflections in project-based activities are assimilated and distilled into abstract concepts from which new implications for action can be drawn. This instills the generation of ideas by learners in brainstorming session, thus enhancing skills development. PBL also accommodate learners with a diverging learning style who prefer to work in groups, listening with an open mind and receiving personalized feedback so as to enhance creativity. It is often stated that adopting PBL requires preparation of materials and cooperation among teachers and learners, which is sometimes demanding. However, its benefits outweigh its drawbacks and teachers are eventually rewarded with surprising results. Learners gradually build up a system of knowledge and create the ability of using information gained in other fields. Besides, their self-esteem is raised as they are encouraged to show their strengths connected with other subjects.
Contemporary educational frameworks outline key competences that all learners should acquire. These include communication and collaboration, activity, initiative and independence, creativity, responsibility and self-discipline, imagination, critical thinking and problem solving. The Cameroon’s primary school curriculum groups them into four broad-based competences: Intellectual competences (exploit information; solve problems; acquire logical thinking and a sense of observation; exercise critical judgement; implement creative and innovative thinking); Methodological competences (self-efficient working methods; exploit information and communication technologies; organize their own learning and learn to solve problems; arouse the desire to learn each subject); Personal and interpersonal competences (develop their personality; acquire abilities in view of their socio-cultural integration and individual fulfilment and cooperation with others) and Communication competences (communicate in an appropriate manner in the two official languages and in at least one national language). This study shows that PBL is an efficient tool in developing these competences in primary school learners. This requires the teacher to adopt a new, enthusiastic attitude, to acquire a wide range of skills and to leave traditional supreme position. That is to say, ‘leadership’ is replaced by ‘partnership’. It should be noted that teachers’ roles in today’s education requires them to act as a counsellor, assistant, adviser or consultant, being prepared to give advice and help with overcoming all difficulties and obstacles. It is on this basis that we can be able to build a strong educational system that raise learners with the appropriate knowledge, skills, and attitudes needed to solve the problems they encounter in real life as advocated by Dewey (1904). When this is done, then the aims of primary education in Cameroon (empowering pupils with requisite knowledge, skills and attitudes to effectively contribute to the emergence of Cameroon by the year 2035) will be acquired.
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