Experiential learning

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.

This study focuses on the role of Theatre in Education (TiE) within the University of Benin. TiE uses drama and performance as tools to make learning more engaging and interactive. It encourages creativity and collaboration, while also supporting emotional and social development. TiE has the power to transform teaching methods and create a richer learning experience for both students and educators, as it combines theatrical techniques with educational content. The research adopted a mixed-methods approach, using questionnaires for students and interviews with lecturers and administrators. Findings showed that students benefit significantly from participating in TiE programmes. They develop good problem-solving skills, improved creativity, and also the ability to work with others. TiE also enhances students’ emotional intelligence, helping them understand and manage emotions while showing empathy for others. Lecturers observed that using TiE methods helped to make their lessons more effective and interactive, and it also promotes a sense of community and collaboration among staff and students. However, challenges in implementing TiE were also identified. Limited funding, lack of trained personnel, and inadequate resources were among the major obstacles. Lecturers expressed the need for more professional development programmes, better funding, and increased awareness about TiE's benefits to address these challenges. The study concludes that TiE is a valuable educational tool that can transform the learning environment in schools. When it is well-supported, it has the potential to improve academic results, teaching practices, and build stronger relationships within the school community. Recommendations were made for integrating TiE into the school curriculum, organizing teacher training sessions, and providing adequate resources to maximize its impact.