Abstract:
The study examined the effect of problem-based learning on students‘ performance in manufacturing accounts in senior high schools in Ghana using quasi-experimental design, test as data collection instrument, 139 students from two schools, comprising 63 students in the experimental group and 76 students in the control group, were selected using multi-stage sampling procedures to participate in the study. The data obtained were analyzed using frequencies, percentages, means, standard deviations, independent sample t-tests, and multivariate analysis of variance. The study results showed that problem-based learning is a practical learning approach in helping students learn challenging topics such as manufacturing accounts. The results further revealed that the problem-based learning approach significantly impacts students' understanding of manufacturing accounts and considers gender and individual differences as it affects both male and female performance in practically the same way. It is recommended that curriculum developers incorporate Problem-based learning as part of the recommended teaching methods. Aside from those, in-service training in the form of seminars and workshops should be organized by stakeholders of Education, such as Ghana Education Service, among others, to provide in-service education to practicing teachers on the need to use problem-based learning teaching manufacturing accounts in their schools.
