Effectiveness of Project-Based Learning in Improving Students Competence in Auto Mechanics in Delta State

This study evaluates the effectiveness of project-based learning in improving students competence in auto mechanics in technical colleges in Delta State, South South Nigeria. Auto mechanics is a critical vocational trade area, yet students frequently graduate without the practical competencies demanded by the modern automotive industry. Project-based learning, an instructional approach centred on students solving real-world problems through sustained investigation, offers an alternative to conventional methods. A quasi-experimental design with pre-test and post-test measurement is used. A total of 100 National Technical Certificate Year Two students are drawn from four technical colleges in Warri, Agbor, and Ughelli local government areas. The experimental group receives instruction using structured project-based learning tasks involving engine diagnostics and repair, while the control group follows conventional instruction. A performance assessment rubric serves as the measurement tool. Analysis of covariance is employed to control for baseline differences. The study predicts significantly higher competence scores for the experimental group. Findings will shed light on the potential of problem-centred pedagogy for improving outcomes in automotive vocational education. Recommendations address the need for project design guides for technical teachers, sufficient automotive lab consumables, and support from motor vehicle manufacturers in sponsoring practical components. The study contributes to the evidence base for active learning in Nigerian technical education and informs instructional innovation in the South South geopolitical zone. Keywords: project-based learning, auto mechanics, student competence, Delta State, technical colleges