Student Engagement in Real-World Projects on the Development of Innovative Skills among Students in Public Secondary Schools in Busega District, Tanzania
DOI:
https://doi.org/10.61227/e420wr77Keywords:
Student Engagement, Real-World Projects, Development, Innovative SkillsAbstract
This study examined the influence of student engagement in real-world projects on the development of innovative skills among students in public secondary schools in Busega District, Tanzania. The study was guided by Multiple Intelligences Theory. A mixed research approach using a convergent parallel research design was employed. The study involved a target population of 14,615 participants, from which a sample of 202 respondents was selected, including students, teachers, heads of schools, Ward Education Officers, and the District Education Officer. Data were collected through questionnaires and semi-structured interviews. Quantitative data were analysed using frequencies and percentages through SPSS version 27, while qualitative data were analysed thematically. The findings revealed that students’ engagement in real-world projects significantly enhanced innovative skills through teamwork, practical application of knowledge, problem-solving activities, and collaborative discussions. The results showed that 86.4% of teachers engaged students in real-world tasks, while 93.9% of students confirmed their participation in teamwork during project-based learning activities. However, the study identified challenges including inadequate resources, limited instructional time, and variations in teachers’ preparedness, which affected the effective implementation of project-based learning. The study concludes that real-world project engagement is an effective approach for developing students’ innovative skills. It recommends strengthening teacher professional development, improving learning resources, and creating supportive school environments to enhance the implementation of project-based learning in public secondary schools.
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