Teacher perceptions of project-based learning. A case study of teachers at Nyava High school in Bindura District
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Project-based learning is a student-centred, teacher-facilitated teaching approach that organises learning around projects. It increases students’ motivation to learn and prepares them for the 21st century demands through developing real-world experience. Many researchers have investigated teachers’ perceptions regarding project-based learning, however, no similar research was conducted in Bindura and it had remained unclear how Bindura district teachers perceive project-based learning. This study attempts to fill in the existing gaps of knowledge and practice in education. The purpose of this study is to explore Nyava high school teachers’ perceptions of project-based learning. It is a qualitative case study. The sample consisted of five teachers at Nyava high school in Bindura district. Semi-structured interviews were conducted with teachers. The collected data was coded and analysed using thematic analysis. The study revealed that the participant teachers perceived project-based learning as a beneficial teaching approach that has the potential to increase student engagement and help learners to have a deep understanding of subject matter through self-learning and learning by doing. The advantages of using project-based learning identified by the study were improved teacher-student relations, improved relationship among learners, and acquisition of skills and identification of authentic real-world challenges. The study recommended project-based learning in every subject area as well as learning courses and training for teachers on project-based learning. It is considered that findings of this study would improve students’ motivations and equip teachers with necessary skills to successfully implement project-based learning.