EFFECTS OF EXPERIENTIAL SPATIAL PROBLEM-BASED LEARNING INSTRUCTIONAL MODEL ON STUDENTS' INTEREST IN STUDYING GEOGRAPHY AND RETENTION OF KNOWLEDGE: ACHIEVEMENT AS A MEDIATOR

This is a study on the effects of the Experiential Spatial Problem-based Learning (ESPBL) Model on the interest, achievement, and retention of knowledge in Geography problem-based topics in Plateau State, Central Nigeria. A set of four research questions was posed and four hypotheses formulated to guide the investigation. A quasi-experimental design for independent groups was adopted and a sample of 47 Geography students spread into an experimental group (27 students) and a control group (20 students) was used. Data was collected using the Spatial Problem-based Achievement Test (SPBAT) and Spatial Problems Interest Inventory (SPII) with reliability coefficients of .96 and .88 respectively, tested using the Pearson Product Moment and Cronbach Alpha techniques in that order. Data was analysed using mean, standard deviation, analysis of covariance (ANCOVA), the Linear Regression Model (LRM), and the Andrew Hayes’ Process Macro (version 4.2). The study gathered that the ESPBL model significantly increased the academic achievement and interest of student in the experimental group compared to the control group. The interest of students in learning was found to be a strong predictor of their retention of learning. Evidence from the study also showed that academic achievement significantly mediated the relationship between students’ interest and retention of knowledge. The study recommends Geography and science teachers to follow the instructional plan for applications in various fields and provide training for teachers interested in practical application of the models to solve environmental problems. Keywords: ESPBL model, retention, interest, academic achievement, Geography problem-based topics.