Project-based Learning and Self–reliance Skills amongst Economics and Political Science Education Students in University of Calabar, Cross River State, Nigeria

Abstract

This study examined the relationship between project-based learning and self-reliance skills among Economics and Political Science Education students at the University of Calabar, Cross River State, Nigeria. The study was motivated by concerns about students’ low confidence and perceived inferiority in applying knowledge to real-world situations. One specific objective and one hypothesis guided the study. A quantitative cross-sectional research design was adopted. The sample comprised 100 undergraduate students in Economics and Political Science Education, selected from a population of 1,003 students through a multi-stage sampling procedure. Data were collected using a 20-item researcher-developed questionnaire titled Project-Based Learning Questionnaire and Self-Reliance Skills Test. The instrument was validated by two experts, and reliability testing using Cronbach alpha produced a coefficient of 0.95. Data were analysed using simple linear regression. The result showed a weak positive but significant relationship between project-based learning and self-reliance skills, with R = .171, adjusted R² = .029, F = 7.485 and p = .007. The finding indicates that project-based learning significantly predicted self-reliance skills among the students, although the explanatory contribution was small. The study concluded that project-based learning can support practical engagement and self-reliance skills development among Economics and Political Science Education students. It recommended that universities should encourage project-based learning to improve learning standards and strengthen students’ practical competence.