THE EFFECTS OF PROJECT-BASED LEARNING ON STUDENTS' ACADEMIC ACHIEVEMENT AND RETENTION IN METAL CORROSION IN SENIOR SECONDARY SCHOOLS IN ABAK LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA.

The study investigated the effects of project-based learning on students’ Academic Achievement and retention in Metal Corrosion in Senior Secondary schools in Abak Local Government Area of Akwa Ibom State, Nigeria. The study adopted the pretest, posttest non-randomized quasi-experimental research design. The instrument used for data collection was Achievement Test on metal corrosion (ATMC) and reshuffled and used as retention test, with a reliability value of 0.79 using Kuder-Richardson Coefficient of reliability. The same test was reshuffled and used as retention test. The target population of the study was all the SS2 Chemistry students in the study area. A sample of 150 students comprising boys and girls drawn from three schools out of 12 schools in Abak Local Government Area of Akwa Ibom State, Nigeria The sample was random sampling technique. Three research questions and three hypotheses were answered using mean and standard deviation scores. The hypotheses were tested at .05 level of significance using analysis of covariance (ANCOVA). The moderate influence of gender was also observed. The findings indicated that students taught metal corrosion using learning by design model had significantly higher achievement mean scores than those taught using cyclic inquiry model. Students taught metal corrosion using coached ideation and experiential learning model. Findings showed no significant difference between the achievements mean scores of male and female students taught metal corrosion using the two project-based learning models. Based on the findings, it was recommended amongst others that Chemistry teachers should be trained on the impact and use of these models of learning, and implemented same during classroom instructions. The project-based learning model is not gender sensitive; therefore, both male and female students should be practically involved in assigned tasks using these models in order to enhance proper academic achievement and retention both in metal corrosion and other concepts in science.