IMPACT OF PLACED BASED LEARNING ON WATER CONSERVATION PRACTICES AMONG HOSTEL RESIDENTS IN UNIVERSITY OF BENIN

This study investigated the impact of place-based learning (PBL) on water conservation practices among hostel residents at the University of Benin. Two research hypotheses guided the study, focusing on the effects of PBL on residents’ knowledge and attitudes toward water conservation. A quasi-experimental design was employed, involving 50 hostel residents selected through purposive sampling and divided equally into experimental (n=25) and control (n=25) groups. The experimental group participated in interactive PBL activities on water conservation, while the control group received no intervention. Data were collected using a self-structured
questionnaire measuring respondents’ knowledge and attitudes toward water conservation, validated for content and reliability (Cronbach’s alpha ≥ 0.70). Data were collected using a validated and reliable self-structured questionnaire and analyzed using descriptive statistics and independent samples t-tests. Findings revealed that PBL had a statistically significant positive effect on both knowledge and attitudes toward water conservation among the experimental group compared to the control group. The study concludes that PBL is an effective strategy for promoting water conservation awareness and fostering positive attitudes among students. It is recommended that PBL be integrated into university environmental education programs and supported through sustained
institutional interventions, community partnerships, and improved water management infrastructure