Ejiroghene Favour OGHENEKARO

This study investigated the impact of place-based learning (PBL) on the knowledge and attitudes of students toward fire safety in the University of Benin. The research employed a quasi-experimental design involving two groups: an experimental group exposed to place-based learning and a control group that received traditional instruction. A structured questionnaire was used to assess students’ knowledge and attitudes toward fire safety before and after the intervention. Data were analyzed using descriptive statistics and inferential tests, including independent sample t-tests. Findings revealed a statistically significant improvement in the knowledge scores of students in the experimental group compared to their counterparts in the control group, indicating that PBL positively influences students’ understanding of fire safety concepts. However, no statistically significant difference was observed in the attitude scores between the two groups, suggesting that the PBL intervention did not have a measurable effect on students’ attitudes within the study’s timeframe. The study concludes that while place-based learning is an effective method for enhancing students’ knowledge of fire safety, more sustained or emotionally engaging interventions may be required to bring about meaningful changes in attitudes. It is recommended that fire safety education in higher institutions integrate experiential and context-specific learning strategies to foster both cognitive and behavioral development in students.