The Influence of Project-Based Learning Approach (PBLA) on the Development of Lifelong Learning Skills (LLLS) amongst Pupils in the North West Region of Cameroon

Abstract

This study seeks to examine the influence of project-based learning approach (PBLA) on the development of lifelong learning skills (LLLS) amongst pupils in North West Region of Cameroon. The argument for this study was anchored on Vygotsky’s Social Constructivism Theory, Dewey’s theory of Experience and Bandura theory of cognitive development. The study used a survey research design and target population was comprised of teachers of nine selected public schools in the North West Region of Cameroon. The accessible population, from which the sample was drawn, constituted level one (classes one and two) teachers of nine selected public schools in the North West Region of Cameroon. A sample size of 33 respondents was derived using two non-probability sampling techniques (convenience and purposive). Closed ended questionnaire was used to collect data. The instrument was validated through a pilot study involving 10 teachers who were not part of the sample with an overall reliability index at a 0 to 1 scale. Data was analysed using descriptive and inferential statistics. Descriptive statistics include; frequency tables, percentages, means, standard deviations, minimum and maximum values. Also, dimension reduction was done using Principal Components Analyses and variables such as Lifelong Learning, Inquiry Based Learning, Collaborative Learning, ICT-Based Learning where forth normalized. Inferential statistics was done using Ordinary Least Square (OLS) Regression. Variance Inflator Factor was done to test collinearity among explanatory variables while Breusch-Pagan test was used to test for heteroscedasticity among the error terms. The post estimation techniques were used to verify if the OLS estimator does not violates any of it basic assumptions while the model stability was verified using R and adjusted R squared coefficients and the Fisher statistics. Findings showed that, there is a positive and significant relationship between inquiry-based learning, collaborative-based learning, and ICT-based learning and development of LLLS among pupils in the North West Region of Cameroon. The study concluded that, there is a positive and significant relationship between PBLA and development of LLLS among pupils in the North West Region of Cameroon. Based on the findings, recommendations were made to basic education.