Impact of Problem-Based Learning Curriculum Versus Hybrid-Lecture Instruction on Academic Challenges of Primary 6 Pupils in Delta State

Abstract

This study examined the effects of the Problem-Based Learning Curriculum (PBLC) and Hybrid Lecture Instruction (HLI) on the academic performance and challenges of 1,170 Primary 6 pupils from 9 public schools in Delta State, Nigeria. The study employed quasi-experimental design and data was collected using “Academic Performance Assessment Tool” (APAT). The data was analyzed with descriptive and inferential statistics (ANCOVA). Results indicated that PBLC significantly enhanced academic performance, yielding a mean score increase of 22.30, compared to 11.70 in traditional methods (F = 24.65, p < 0.05). Similarly, HLI reduced academic challenges by 32.30%, surpassing the traditional method's 9.70% reduction (F = 19.32, p < 0.05). Comparative findings showed that PBLC outperformed HLI, with a post-test mean score of 67.50 versus 64.30 for HLI (F = 12.45, p < 0.05). Demographic factors, particularly socioeconomic status, significantly moderated the instructional impact (F = 21.75, p < 0.05). These findings underscore the importance of integrating PBLC into school curricula, training teachers in innovative methodologies and addressing resource disparities to foster critical thinking and equitable education. The study concludes that PBLC and HLI are effective strategies for improving learning outcomes and recommends their prioritization in primary education systems.