Effects of Challenge-Based Learning and Place-Based Learning on Polytechnic Computer Engineering Students' Retention in Computer Architecture

Abstract

This study examined the effects of Challenge-Based Learning (CBL) and Place-Based Learning (PBL) on students’ retention of Computer Architecture concepts among Computer Engineering students at Waziri Umaru Federal Polytechnic, Birnin Kebbi, Nigeria. A quasi-experimental pre-test, post-test, and retention-test design was employed. The sample consisted of 41 students, with 20 assigned to the CBL group and 21 to the PBL group. Data were collected using the Computer Architecture Achievement Test (CAAT), a 30-item multiple-choice instrument validated by experts and found reliable through the test–retest method (r = 0.86). Mean and standard deviation were used to answer the research questions, while paired-sample and independent-sample t-tests were conducted at the 0.05 significance level. The findings showed that both instructional approaches effectively enhanced students’ retention of Computer Architecture concepts. No significant difference was found between the retention scores of students taught using CBL and those taught using PBL (t(35.72) = 0.15, p = .883). The study concludes that both learner-centered approaches are effective for promoting meaningful learning and long-term retention, and recommends their integration into Computer Engineering instruction.