Application of Project Base Learning in the Teaching and Learning of Vocational Studies and Entrepreneurship in the primary school

Application of Project Base Learning in the Teaching and Learning of Vocational Studies and Entrepreneurship in the primary school

CHAPTER ONE

Aims and Objectives

The aim of this study is to investigate the effect of application of Project Based learning in the Teaching and Learning of Vocational Studies and Entrepreneurship in the primary school. The specific objectives are to:

1. Evaluate the extent to which direct teaching learning methods affect entrepreneurial development in the primary school in in Yaounde VI
2. Examine the extent to which interactive teaching learning methods influence entrepreneurial development in the primary schools in in Yaounde VI
3. Investigate the degree to which Practical-operational teaching-learning affect entrepreneurial development in the primary schools in in Yaounde VIEstablish the combined effect of the dimensions of project based learning in the Teaching and Learning of Vocational Studies affect entrepreneurship in the primary schools in in Yaounde VI

CHAPTER TWO

LITERATURE REVIEW

Preamble

This chapter looks at the conceptual, empirical and theoretical review relating to the constructs of project based learning in the Teaching and Learning of Vocational Studies affect entrepreneurship

Conceptual Review

Project-Based Learning

Project-based learning (PBL) is a model or innovative learning approach, which emphasizes learning through activities contextually complex (Sada, Mohd, Adnan, & Audu, 2014). PBL focuses on the concepts and principles of the main (central) of a discipline, involves students in problem-solving activities and other significant tasks, provides opportunities for learners to work autonomously in reconstructing their own learning, and ultimately helps learners produce valuable and realistic work product (Iwamoto et al., 2016). Unlike the models of traditional learning which are generally characterized by the practice of a class of short duration, insulated/drop-off, and teacher-centered learning activity. In addition, the model of PBL puts more emphasis on learning activities in relatively long duration, holistic model, interdisciplinary learner-centered approach, and model integrated with practice and real-world issues. In PBL, learners learn the real problem, which can generate permanent knowledge and organize projects to learning (LArmer, 2014). PBL is an effective educational approach that focuses on creative thinking, problem solving, and interaction between students and their peers to create and use new knowledge. Specifically this is done in the context of active learning, scientific dialogue with active supervisors as researchers (Jing and Liu, 2016). Based on these opinions, PBL is a learning strategy developed based on constructivist learning that requires students to compile their own knowledge (Liu, 2016). Constructivism is a theory of learning that has broad support relying on the idea that students build their own knowledge in the context of their own experience (Lin, 2009). The PBL approach can be seen as one of the approaches developed to create a learning environment that can encourage students to construct knowledge and skills personally.

Characteristics of Project Based Learning Project-based learning

PBL, which is grounded in constructivist learning influenced mainly by Swiss biologist, psychologist, and behavioral scientist Jean Piaget, Soviet developmental psychologists Lev Vygotsky and American psychologist Jerome Bruner in the last century, refers to a dynamic, systematic and learner-centered teaching and learning method in which students acquire new knowledge and skills under the guidance of a teacher through exploration of realistic, complex questions, challenges or problems, establishing the project, and designing their own products and tasks (Pecore 2015; Thomas 2000; Shepherd 1998). In this teaching-learning process, students cannot only gain the subject core knowledge more effectively, but they can also make progress in applying knowledge into practice. The literature reveals that PBL process is associated with five types of learning approaches: activity-based learning, inquiry-based learning, place-based learning, problem-based learning and self-directed learning (Baysura et al. 2015; Cole, Means, Simkins & Tavali 2002). Compared with traditional learning methods (teacher-centered instruction), PBL approach not only improves students’ self-organizing and self-responsibility but also develops students’ critical thinking skills (Shepherd 1998), scientific research skills, problem-solving ability as well as social-emotional skills (Baysura, et al. 2015; Raghavan, Coken-Regev & Strobel 2001).

From a didactic point of view, PBL has certain characteristics as outlined by Markham, Larmer, and Ravitz (2003), Gudjons (1989), Frey (1991) and Thomas (2000):

1. A project is realistic and existent, not school-like; and “the project is central, not peripheral to the curriculum” (Markham, et al., 2003, p.4).
2. Generally, problems surround the participants are set as a starting point for the project; the problems should “drive” students “encounter or struggle with the core/critical concepts and principles of a discipline” (Thomas, 2000, p.3).
3. The project involves a constructive process to deepen students’ understanding.
4. It is multidisciplinary and largely depends on students’ self-organization and responsibility.
5. It is led by complete learning Acts.
6. Project work, as learners’ experience-oriented and interest-oriented activity, can be done in bigger or smaller groups and in individual too.
7. The students show initiative in participating in the learning activity and have a high degree of autonomy in observing an object, utilizing resources, manipulating tasks and revising work (Barron et al. 1998).

₦5,000.00 – DOWNLOAD CHAPTERS 1-5 PROCEED TO DOWNLOAD Added to cart

 

CHAPTER THREE

METHODOLOGY

This chapter covers the research methods which comprise research design, population of the study, sample size and sampling techniques, instrumentation and method of data collection.

Research Design

This study employs descriptive survey research and Kothari (2003) holds that the main objective of descriptive research is to describe or ascertain the existed or current status of events, situation or a thing as it exists. It can be said in crystal clear that resolution of conflicts and promoting of peace is the main issue of the day. It affected every walk of life, locally, nationally, and internationally. As Farooq (2001) is of the opinion that questionnaire is the most suitable and extensively utilised tool by the investigator for the collecting of data or information about past, present, and future proceedings. The study adopted a  survey research design to investigate the gender

Population of the Study

This study was carried in April 2021 at ten (10) schools in Yaoundé, the Capital City of the Republic of Cameroon. Four (04) of these schools are primary schools, namely the Government Primary School of the Administrative Center, Yaoundé, the Government Primary School of Biyem-assi, Yaoundé, AMIHDAF Bilingual School of Ngousso, Yaoundé, and Eden Education School Nkolbisson, Yaoundé. The choice of the two public schools can be justified by the fact that the first one is situated in the heart of the city and is always cited as a reference in the public primary education in Cameroon. As for the second one, it is almost the opposed version of the first one, thus, establishes equity in the study. As far as the two private primary schools are concerned, the one functions in the Anglo-Saxon system (Eden Nkolbisson), while the other one functions in the bilingual (English-French) system (AMIHDAF Ngousso. In order to obtain reliable data, a questionnaire was elaborated and submitted to twenty-one teachers of various disciplines from those selected schools, as summarized and presented in the table below. The total number of teachers in this school is 150. This serves as our population of study.

CHAPTER FOUR

RESULTS, FINDINGS AND DISCUSSIONS

The results of exploratory factor analysis, which was conducted by means of main elements and Varimax rotation, showed that a three factor structure would be an appropriate method of describing elements concerning the teaching-learning entrepreneurship curriculum. The pattern obtained from exploratory factor analysis was examined using Statistical Package for Social Sciences software, confirmatory factor analysis and also fit indexes such as Chi-square, goodness of fit, goodness of comparative fit, comparative fit, Normed-fit,  Non-Normed-fit, and root mean square deviation, as a result of which the best fit was obtained.

These three factors wholly explain 54.79 percent of the scale variance. It should be noted that the calculated value is acceptable. On the basis of content items, the three factors are direct, interactive, and practical-operational methods of presentation, respectively. The mentioned factors encompass some elements (teaching methods), all of which have higher than 0.3 per cent factor loading on their factors. Teaching methods of direct presentation include inviting guest entrepreneurs, tutoring entrepreneurship, presenting official speech, holding seminars, watching and recording videos, counselling, and training through extracurricular activities.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

Project-based learning is a cooperative learning model that accommodates the ability of children to practice the process of free and creative thinking. Implementation of PBL is the participation of learners in understanding the reality of life from the concrete to the abstract one. The reality of life is a source of inspiration and creativity in analyzing and developing a vision of life. Learning requires strategies that can synergize academic skills such as understanding the theory and soft skills (problem solving, teamwork, self-reliance, selfconfidence, responsibility, honesty, and communication skills to convey ideas and concepts through presenting the group project).One of the strategies offering such synergy is projectbased learning. It stresses on education that facilitates the practice of student-centered learning system by collaboratively integrating real and practical problems and effective teaching in building knowledge and creativity

Based  on  finding  of  this  study,  it  was  found  that  the  PBL  method  has  found  to  bring  positive  effects  in  the  level  of  content knowledge content among students for the topic of Project Design and Production. Thus, teachers in general or KHB  teachers  specifically  are  encouraged  to  try  this  alternative  method  in  their  teaching  and  learning  processes.  However, there could be hindrance for this matter as teachers may lack the confidence for this method in terms of skills, techniques  and  resources.  Therefore,  it  is  suggested  that  PBL  training  and  courses  are  given  to  teachers  in  service.  Besides that, at the tertiary education level especially for pre-service teachers at tertiary level needs to be exposed on the PBL  teaching  techniques  so  that  they  are  trained  at  the  earlier  stage.  Follow-up  studies  need  to  be  conducted  to  examine the effectiveness of this method in improving 21st century skills needed within students

Conclusion

The pattern obtained from this research indicates teaching-learning methods of entrepreneurship curriculum which can help the instructors select an appropriate method of teaching entrepreneurship in class and make sure that the teaching process is on the right path. Since the pattern uses reliable data and quantitative and qualitative validation methods, it is credible and its findings can be relied. Moreover, due to comprehensiveness, the pattern includes all the effective teaching methods of entrepreneurship education system. It is also proportional to Iranian culture leading to diversity of educational opportunities in academic centers for meeting the employment needs of learners. Using this model, instructors can select an appropriate teaching method, and design their educational activities in accordance with it. Also, by utilizing these teaching methods, learners can participate in more challenging educational activities, and consequently gain experiences which provide some insights into discovering and creating entrepreneurship opportunities. Moreover, it enables them to start and manage their businesses successfully and also take advantage of these educational opportunities.

Recommendations

he pattern obtained from this research indicates teaching-learning methods of entrepreneurship curriculum which can help the instructors select an appropriate method of teaching entrepreneurship in class and make sure that the teaching process is on the right path. Since the pattern uses reliable data and quantitative and qualitative validation methods, it is credible and its findings can be relied. Moreover, due to comprehensiveness, the pattern includes all the effective teaching methods of entrepreneurship education system. It is also proportional to Iranian culture leading to diversity of educational opportunities in academic centers for meeting the employment needs of learners. Using this model, instructors can select an appropriate teaching method, and design their educational activities in accordance with it. Also, by utilizing these teaching methods, learners can participate in more challenging educational activities, and consequently gain experiences which provide some insights into discovering and creating entrepreneurship opportunities. Moreover, it enables them to start and manage their businesses successfully and also take advantage of these educational opportunities.

It is recommended that further research be done on the project based learning. Research topics should include the following:

1. How curriculum can be adapted for a project based learning method,
2. Effective ways for curriculum to be implemented,
3. The training of teachers in the area of project based learning, and
4. Continued professional development for teachers regarding project based learning.

It is recommended project based learning be implemented in Business and Marketing Education classrooms

References

• (ICEE) (1998) Entrepreneurship Everywhere [on-line]. Available at: http://www.entre-ed.org
• Advisory Committee on Labour and Vocational Education (ACOA) (1999) Een Wending naar Kerncompetenties. De Betekenis van Kerncompetenties voor de Versterking van de Kwalificatiestructuur Secundair Beroepsonderwijs. [ A Turn to Core Competences. the Importance of Core Competences for the Improvement of the Qualification Structure for Secondary Vocational Education]
• Ahmed, K. -A. (2013). Teacher-Centered Versus Learner-Centered Teaching Style. In: The Journal of Global Business Management. 9, 1, 22-25.
• Albion, P. (2015). Project-, problem-, and inquiry-based learning. In Henderson, M. (eds.): Teaching and digital technologies: big issues and critical questions. Port Melbourne: Cambridge University Press, 240-252.
• Altan, M. -Z. & Trombly, C. (2001). Creating a learner-centered teacher education program. Forum, 39, 3, 28-35.
• Barron, B. J. S., Schwartz, D. -L., Vye, N. -J.,
• Bartscher, K., Gould, B., & Nutter, S. (1995). Increasing student motivation through project- based learning (Master’s Research Project). Saint Xavier and IRI Skylight.
• Baysura, O. -D., Altun, S., & Yucel-Toy, B. (2015). Perceptions of teacher candidates regarding project-based learning. In: Eurasian Journal of Educational Research, 62, 15-36.
• Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39-43
• Boss,  S.  (2011).  Project  based  learning:  A  short  history.  Retrieved  Jan  21,  2014  from  http://www.edutopia.org/project-based-learning-history.
• Brodi, J. (2008). Pelaksanaan pembelajaran berasaskan projek: Satu kajian kes. Jurnal Penyelidikan Pendidikan IPTAR, 99-119.
• Buck Institute of Education. (2012). What is PBL? Retrieved Jan 21, 2014 from http://www.bie.org/about/what_is_pbl
• Burlbaw, L. M., Ortwein, M. J., & Williams, J. K. 2009. From the project method to stem project-based learning: the historical context in Capraro,  in  R.  M.  &  Slough,  S.  W.  Project-based  learning:  an  integrated  science,  technology,  engineering,  and  mathematics  (STEM) approach, 7-18.
• Cai, M. -J. (2010). The Requirement of Project Teaching Approach for Teachers’ Job. In: Journal of Tianjin Vocational Institutes, 4, 12.
• Campbell, C. (2014). Problem-based learning and project-based learning. Online: https://www.teachermagazine.com.au/articles/problem-based-learning-and-project-basedlearning (retrieved 22.01.2019).
• CEDEFOP. Reynolds, P. (1999) Netherlands Nascent: entrepreneurship in Northern Europe, in EIM (Ed.) Entrepreneurship in the Netherlands. The Hague/Zoetermeer: EIM/EZ.
• Chon  Min,  K.,  Mat  Rashid,  A.,  &  Nazri,  M.  I.  (2012).  Teachers’  understanding  and  practice  towards  thematic  approach  in  teaching integrated living skills in Malaysia. International Journal of Humanities and Social Science, 2(23), 273 – 281.
• Clark, B. -A. (2017). Project Based Learning: Assessing and Measuring Student Participation (Master’s project). Research and Evaluation in Literacy and Technology. Online: http://digitalcommons.unl.edu/cehsgpirw/39/ (retrieved 22.01.2019).

₦5,000.00 – DOWNLOAD CHAPTERS 1-5 PROCEED TO DOWNLOAD Added to cart