An investigation on the impact of Project-Based Learning (PBL) pedagogy on learners’ acquisition of knowledge and skills in the implementation of Heritage Based Curriculum (HBC): A case study of two primary schools in Zimbabwe
This study investigated the impact of the Project-Based Learning (PBL) pedagogy on learners’ acquisition of knowledge and skills in Zimbabwean primary schools. The study investigated how the PBL pedagogy fosters critical thinking, creativity, and problem-solving skills among young learners. The study employed a Mixed Methods Approach in which both qualitative and quantitative research designs used, classroom interviews and questionnaires to generate data from 10 teachers, two (2) heads of schools and 20 grade seven learners on the impact of PBL pedagogy, positive outcomes, barriers and pedagogical strategies that enhance the PBL in the implementation of the HBC in primary schools. The major findings were that the impact of PBL pedagogy in HBC on primary school learners was evidenced by their improved academic achievement, promotion of the development of transferable skills such as teamwork, leadership, creativity, innovativeness, entrepreneurship and communication, at a tender age. Positive outcomes of PBL in the implementation of Heritage-Based Curriculum includes increased learner engagement, integration of heritage knowledge systems, holistic assessment, contextual learning and the development of 21st century skills; the barriers revealed were limited resources, time constraints and resistance to change by teachers, and established pedagogical strategies that enhance the use of PBL in the implementation of HBC include community engagement, hands-on learner-centric, integration of technology and interdisciplinary learning. Further, a schematic framework for effective use of the Project-Based Learning pedagogy was developed, anchored on five pedagogical strategies that enhance the implementation of Heritage-Based Curriculum in primary schools.
Keywords: Heritage-Based Curriculum; pedagogy; implementation; Problem-Based Learning; skills
