Impacts of Project-Based Learning Strategy in Teaching Urbanization and its Influence on Microclimatic Temperature Changes in Major Nigerian Cities among Senior Secondary II Students, Kaduna-South, Nigeria

Abstract

This study investigates the impact of a Project Based Learning (PjBL) strategy on Senior Secondary II students’ understanding of urbanization and its influence on micro-climactic temperature changes in Kaduna South, Nigeria. A mixed methods design combined pre- and post-test scores, classroom observations, and temperature data collected by students using portable sensors. The intervention group (n = 84) engaged in a 6-week PjBL module where they designed mini-projects mapping land-use change, modeling urban heat islands, and proposing mitigation measures while the control group (n = 82) followed a traditional lecture-based approach. Results showed a statistically significant improvement (p < 0.05) in conceptual knowledge and data-analysis skills for the PjBL cohort. oreover, students recorded a mean temperature increase of 1.2 °C in rapidly urbanizing districts, highlighting the tangible local effects of urban sprawl. Qualitative feedback indicated heightened awareness, critical thinking, and collaboration. The findings suggest PjBL effectively bridges theory and real-world environmental inquiry, fostering scientific literacy and community-oriented problem-solving among Nigerian youth.

Keywords: project-based learning, urbanization, micro-climate, temperature change, secondary education, Nigeria.