Effect of Problem-Based Learning on the Academic Performance and Perceptions of TVET Students in Nomenclature of Inorganic Compounds

Students in Technical and Vocational Education and Training (TVET) institutions in Ghana often struggle to master and apply IUPAC nomenclature for inorganic compounds, partly due to limitations of traditional lecture-based instruction. This study examined the effect of Problem-Based Learning (PBL) on students’ performance and perceptions in naming inorganic compounds, including potential gender differences. A double-group pretest–posttest quasi-experimental design was used with 85 second-year TVET students from two institutions in Kpando Municipality (experimental = 45; control = 40). The experimental group received an eight-week PBL intervention, while the control group received conventional lectures. Data were collected using the Inorganic Compound Nomenclature Proficiency Test (ICNPT, KR-20 = 0.87) and a Student Perception Questionnaire (SPQ, Cronbach’s α = 0.91). Descriptive statistics, independent-samples t-tests, Welch’s t-test, and Cohen’s d for effect size were used for analysis. Results indicated that students in the PBL group significantly outperformed the control group (t(83) = 12.29, p < 0.05, d = 2.71). No significant gender differences were observed in the experimental group (Welch’s t = 1.316, p > 0.05). Students also reported positive perceptions of PBL, citing increased engagement, confidence, collaboration, and problem-solving skills. The study concludes that PBL enhances academic performance, conceptual understanding, and equitable learning outcomes, while positively influencing students’ perceptions. These findings support integrating PBL into TVET chemistry curricula and providing teacher professional development to promote learner-centered, problem-oriented instruction.