Assessment of the Use of Project-Based Learning in Teaching Basic Science in Junior Secondary Schools in Delta State

Project-based learning engages students in extended, real-world problem-solving investigations that deepen scientific understanding, and its use in Basic Science teaching in Delta State secondary schools merits assessment given the need for experiential approaches in the South South zone. This study assessed the prevalence and effectiveness of project-based learning in Basic Science instruction in JSS classrooms in Asaba and Warri Local Government Areas, Delta State, South South Nigeria. A mixed-methods design combined a survey of 100 Basic Science teachers with classroom observation at 20 schools. Teacher experience with PBL design, perceived student outcomes, and implementation challenges were assessed. Results showed that only 21.0 percent of teachers implemented any form of project-based activity in the preceding term. The primary barriers to PBL use were large class sizes (cited by 74.0 percent), inadequate laboratory materials (67.0 percent), and lack of training in PBL methodology (62.0 percent). Teachers who had attended any PBL workshop showed significantly higher PBL use frequency (p < 0.05). In schools where PBL was observed, student engagement was rated significantly higher than in non-PBL lessons (p < 0.001). The study concludes that project-based learning is rarely used in Delta State junior secondary Basic Science despite its demonstrated engagement benefits. Recommendations include PBL methodology training for Science teachers, simplified PBL activity guides aligned with the national Basic Science curriculum, and school science club programmes as a PBL entry point. Keywords: project-based learning, Basic Science, junior secondary school, Delta State, science teaching