Effectiveness of Problem-Based Learning in Teaching Business Studies in Senior Secondary Schools in Ekiti State

This study examined the effectiveness of problem-based learning in teaching Business Studies in senior secondary schools in Ekiti State, South West Nigeria. Problem-based learning is an instructional approach that places students at the center of learning by presenting them with authentic, complex problems to solve through research, collaboration, and critical thinking. In Business Studies, this method aligns naturally with the practical nature of the subject, allowing students to engage with real business scenarios rather than purely theoretical content. Despite its demonstrated effectiveness internationally, its use in Ekiti State secondary schools has not been formally studied. A quasi-experimental design with a pretest-posttest control group format was adopted. The population comprised 900 SS2 Business Studies students in public secondary schools across Ekiti Central senatorial district. A sample of 80 students was selected through purposive sampling and divided into experimental and control groups. A validated Business Studies Achievement Test and a student engagement observation protocol were used as data instruments. Analysis of Covariance was used to test the hypotheses. Results indicate that the problem-based learning group significantly outperformed the control group and demonstrated higher levels of analytical reasoning in post-test responses. The study recommends that Business Studies teachers in Ekiti State receive structured training in problem-based learning facilitation and that the curriculum include designated problem-based learning units for major topics. Keywords: problem-based learning, business studies, senior secondary school, Ekiti State, instructional effectiveness