z

Available online at http://www.journalcra.com

INTERNATIONAL JOURNAL
OF CURRENT RESEARCH
International Journal of Current Research
Vol. 11, Issue, 07, pp.5656-5663, July, 2019
DOI: https://doi.org/10.24941/ijcr.35863.07.2019
ISSN: 0975-833X
RESEARCH ARTICLE

PROJECT-BASED
BASED LEARNING (PBL) IN TEACHING CHEMISTRY
*Randy Delostrico
Science Department, PAREF Springdale School, Inc., Cebu City, Philippines

ARTICLE INFO ABSTRACT

Article History: Vital to Project-Based

Project Based Learning (PBL) approach is the emphasis that leaning is most effective when
Received 16th April, 2019 learners put theory into practice. This research established what PBL approach in teaching Chemistry
Received in revised form can contribute in learner’s skills and competencies and determined the benefits and challenges in the
10th May, 2019 utilization of PBL. This is an experimental research which utilized the QuasiQuasi-experimental research
Accepted 12th June, 2019 design specifically the Non-equivalent
Non equivalent Control Group Design with Pretest and Posttest. There were
Published online 31st July, 2019 twenty five (25) research respondents in experimental group and twenty
twenty-five twenty-five (25) research
respondents in the control group. The experimental group was exposed to project-based learning
Key Words: method while the control group was exposed to conventional approach. The reliability and validated –
Project-Based Learning, tested pretest were given prior to their exposure to PBL and conventional Approach methods. Posttest
Chemistry, was administered after
after the instructional interference. The data collected from the pretest and posttest
Redox Reaction performance were analyzed using the mean, t-test,
t and z-test.
test. Based on the results of the pre
pre-test and
post-test
test of Conventional Approach and PBL groups, a significant dif difference exists between the
academic performance of learners exposed to each group, in favor to Project Project-based learning group.
According to the interview conducted by the researcher, the evident challenges for both learners and
teacher were the Clarity of Instruction,
Instruction, Focus of the students to learn, Time Management, Knowledge
of Technology Used, Facilitative Skills; and the benefits were: Collaborative Learning with the
students, Social participation, Strengthen the bond between students, Critical Thinking Sk Skills. As
discovered in the findings of the study, Project-Based
Project Based Learning is an effective teaching strategy that
can be utilized in teaching chemistry to enhance the performance of the learners when it comes to
*Corresponding author: Randy Delostrico academic
academic.
Copyright © 2019, Randy Delostrico. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is properly cited.

Citation: Randy Delostrico, 2019. “Project-Based Chemistry International Journal of Current Research
Based Learning (PBL) in Teaching Chemistry”, Research, 11, (07),
5656-5663

INTRODUCTION inference linked to PBL, this method of teaching can be

beneficial to the modern teaching approaches if implemented
The K-1212 Basic Education Program in the Philippines requires correctly. Through PBL’s experiential learning approach, real
the institution and educators to help learners today build world problems of the learners are accomplished. Based from
important lifelong skills in order for them to succeed in this the results of the National Achievement Test (NAT) given to
more innovative period. It is important to note from the public institutions in Cebu City,
ity, obvious results of 53% and
historical basis that the early evidence of experiential 57% in Science were evident for the past few years (Ilayon,
education found from the conventional methods of teaching of 2014). These results obviously didn’t meet the basic standard
Socrates who first applied the inquiry-based based approach in performance of 75%, which signifies that the result failed also
teaching (Chester, 2012). The question of whether traditional in achieving international standards. In addition, TIMMS
teaching methods are effectively preparing the learners for (2008) showed that even schools which are recognized to be
their future. In present time the learners
rs are expected to score the finest with most brilliant students being enrolled did badly
high on a narrow set of standardized exams. Unfortunately, in the exam. These researches indicate that several actions
this kind of exams leaves a little room for higher order must be done to raise the level of learners’ performa
performance.
thinking skills. Some believed that project-based
based learning has Consequently, the researcher conducted this study in order to
the potential to give the learners the opportunity to t develop raise the proficiency and elevate the quality of education in
their higher order thinking skills in a range of diverse areas instructional science. This study anchored with Project
Project-Based
while implementing subject content. Learning through Learning aims to carry out in the high school level, comparing
experience is one of the key aspects of obtaining information. with
th conventional teaching method. To support the study, the
Efstratia (2014) sated that PBL is a modern method of researcher creates lesson plans aligned to Project Project-based
teaching, thatt the main idea is to connect learner’s experience learning and conventional teaching method which is the basis
with school and personal life and to have an analytical skill as for the Chemistry exam of the topic Reduction Oxidation
learners acquire new knowledge. Though there are negative Reaction (REDOX Reaction) n) that serve as pre
pre-test and post-
5657 Randy Delostrico, Project-Based Learning (PBL) in Teaching Chemistry

test to the respondent. The academic performance of learners is The conventional teaching of chemistry is anchored on the
compared with the conventional teaching method using the Socratic teaching methods which aims to engage students in
pre-test and post-test results. The educator act as the facilitator lecture by enquiry that needs generative answers from the
in preparing the extensive notes for he leaners since they are learners. Technically, the answers to the questions are not the
new to the learning approach. Many educators are developing a endpoint for ideas but instead a starting point for further
new type of programs, with the objective of increasing the understanding of the topic. This approach is imposed by the
engagement of learners and helping them develop deeper teacher by asking questions to the learner in a way that
knowledge of essential ideas. Project-Based Learning permits requires the students to analyze and justify their answers to the
learners to comprehend by doing and applying ideas. Learners questions. Ilayon (2014) explain that it is important for the
involve in real life activities that are similar to the activities educators to give clarity to these questions that its aim is not to
engage by professional adults. (Krajcik et al., 1994; create judgment to the environment, but rather to help learners
Blumenfeld et al., 2000). Efstratia (2014) noted that the main examine their attitudes, beliefs, and knowledge. Teachers,
idea of Project-based learning is to capture students’ interest in governments, and scholars from different countries are
a practical problem and apply new knowledge in a problem- currently considering the PBL to be one of the main innovative
solving situation. The educator serves as the facilitator, approaches to science and technology in k-12 schools (Fallik et
working with students to emphasize valuable queries, al., 2008; Krajcik et al., 2008). The implementation of project-
organizing meaningful activities, coaching social skills, and based learning in elementary education in Hong Kong, makes
keenly assessing what learners have learned from the activities the change visible in teacher education as well as the general
(David, 2008). Project-based classroom gives students the philosophy in educating the young children (Li, 2012). The
freedom to investigate questions, propose hypothesis and views of project-based learning among the teachers were very
explanation, discuss ideas, contest and test the idea of others, significant, the impression of learners working collaboratively
and try to produce original ideas. (Marx et al., 2004; Rivet and with the engaging projects which are authentic made sense to
Krajcik, 2004). The origins of Project-based learning range them. While this was the circumstance, research data indicated
back from hundred years, to the educator and philosopher John that implementation of project-based learning was a challenge
Dewey (1959), whose teaching approach was based on inquiry. to the teacher. Educators commonly giving up unfamiliar
He argued that learners will develop personal interest in the teaching approach and many of the projects were driven by the
classroom if they engage in real, meaningful task and problems teacher from the systematic lesson plans, instead of students
that emulate practical situations (Solomon, 2003; Staff, 2001; centered project. The general agreement sated by Li (2012)
Willie, 2001). The roots conventional teaching method spread was that educators were enthusiastic about the vision of change
back over a 470 B.C, to the work of Athenian philosopher that project-based learning can do, and give their best to plan,
Socrates (Knezic, et al., 2010). Socrates planned to make each prepare for the materials and etc. Project-based learning has
individual a masters of his own mind and being state. Lam always been an essential part of the curriculum among the
(2011) stated that utilizing Socrates method in teaching such as various educational institutions in the Philippines, it is
giving queries and not answering, teachers simply force consistently combined across the curriculum as early as
learners’ intellect and rational relationship of their previous elementary. Thus, the educational system aims to prepare
knowledge and experience. Since critical thinking skills cannot Filipinos with skills intended for them to address the real-
be directly taught by the conventional methods, it can be world concerns and make them a desirable worker (Tiangco,
engaged and cultured and learners are nurtured to improve 2005). Projects have continuously contributed a substantial
these skills. part in the growth of Science and Technology among the
Filipinos. In the early phase of education, students learning
Science are already exposed to innovative projects such as
Science Investigatory Projects. This study aims to help the
educators in providing new ideas in teaching and, guide
chemistry teacher who request to implement Project-based
learning to raise learner’s academic performance. The
outcomes would also guide the Institutions, teachers, and
learners to give emphasis on PBL for the improvement of
learners’ academic performance.

Review of Related Literature and Studies

Related Literature

Article III, Section 1 of the Code of Ethics of Professional

Teacher which states that “a teacher is a facilitator of learning
and the development of the youth; he shall, therefore, render
the best service by providing an environment conducive to
such learning and growth”. Worldwide organizations give
importance to human resources nowadays. These are
individuals that manipulates machines and provide the need of
every consumer in the society. According to Tadifa (2015), In
order to utilize human resources effectively, they should be
furnished with skills that can be acquired through education.
As stated by Vinluan (2007), science education is one way to
produce globally competitive individuals and uplifting the
5658 International Journal of Current Research, Vol. 11, Issue, 07, pp.5656-5663, July, 2019

living conditions of every person in the country. Fox (2013) innovation skills; information, media, and technology skills;
states that the implementation of reform for education in effective communication skills; and life and career skills.
today’s culture are common. The use of constructivist These skills are needed by the students to be successful in the
approaches holds a significant increase for the learner’s 21st century workforce, Partnership for 21st Century Skills.
motivation towards the subject and success towards the skills. Fernandez (2002) mentioned that the most Philippine families
Project-based learning is one of the most substantial approach give more importance on education since they believe that it is
under the umbrella of constructivist learning method. It shows a way to change the better lifestyle of their children in the
that if PBL will be implemented carefully, the students will future. Education give the vital role in attaining the vision of
engage more from the subject, motivation will increase, and an individual, this is the reason why education institution in the
helps students build a fundamental knowledge of the content. Philippines continually upgrades the quality of education. The
Collaboration between the schools and the teachers towards National Science Teachers Association (NSTA) endorses that
effective implementation of the PBL is very essential to create science teachers need to provide instructional materials with a
a well-structured program that aims to increase the skills of the priority on making observations and evidence as much as the
student’s interims of problem solving, social collaboration learners experience in the field, to help them develop a deeper
skills towards other learners and the skills to apply student’s understanding of science content, attitude of a scientist and the
learning to everyday life circumstances. New abilities are skills of a scientific reasoning (NRC,2005). Innovative science
expected to prevail in the worldwide workforce, due to instruction should supply students with choices to explore as
expanded globalization and developments in innovation. well as engage in steps which would assist them in exploring
Rabacal et al. (2018) it is vital for schools to make pressing their world. Effective learners are those who are actively
move to stay aware of the new demands. As in all changes, involved in the learning process, understand the values of
education will assume a critical part in setting up the coming learning and admit responsibility for their education
age of laborers. However, the nature of the present training in throughout the experience (Ilaya, 2015).
the Philippines misses the mark in giving the students the
essential skills, since education frameworks are generally Studies of PBL: Several studies and researches point out the
centered on preparing students for standardized testing, yet use of Project-Based Learning in teaching pedagogy and
with an absence of research, an absence of utilization of the learning process, yet these reports focus less on the proper
learning. The Department of Education had boarded into a new execution steps for PBL and the assessment of topics in terms
basic education reform – the K to 12. This reform includes of its effect to the learners towards the area of science with the
enhancing the basic education curriculum, lengthening the emphases on chemistry. Ross et al. (2004) stated that some
cycle of basic education to cover kindergarten through year 12. studies give a clear structure in implementing PBL as an
The K to 12 Curriculum considers every aspect of the approach in teaching. However, the absence of a widely
development of the learners so that graduates will acquire true accepted framework or theory of PBL upon which teachers and
mastery of basic competencies to better prepare them for researcher might be basing (Thomas, 2000).
employment, entrepreneurship, middle level skills or higher
education. Project-Based Learning is not just effective in increasing the
academic achievement of the students but also improving
Project-based learning is seen as an approach that empowers students’ attitude and motivation towards learning (Altun
students to build up the 21st century capabilities - Yancin, et al., 2009; Chiang and Lee, 2016; Erdem, 2012).
psychological and socio emotional abilities - required for Condliffe (2016) mentioned that PBL research improve
progress (Quint et al., 2018). According to Boss (2012), learners’ problem solving and critical thinking skills. Learners
educators have long seen and understood the value of projects who have difficulty in traditional way of teaching instruction
to help students learn new concepts. Karaman et al., (2008) have frequently been found to do good in academics when they
describe Project-Based Learning (PBL) as a model that introduce with PBL in the class. Most of the study on PBL are
organizes learning around projects. Learners decide how to in the K-12 setting which strongly suggest the effective
approach a problem and what activities to pursue. They gather approach in the k-12 program in the country. In the study of
information from variety of sources and synthesize, analyze Cakici et al. (2013) on the effect of project-based approach on
and derive knowledge from it. Their learning is inherently learners’ achievement and attitude in the subject science in
valuable because it is connected to something real and involves Northern western park of Turkey. The students were divided
adult skills such as collaboration and reflection. In the end, into the control group and experimental group who underwent
students show their newly acquired knowledge and are judged the intervention using project-based learning strategies. During
by how much they have learned and how well they the implementation of the project-based learning, the
communicate it. researcher keenly observed all the learners on how they made
their projects. The result of the study shows a significant
Tadifa (2015) states that government is giving attention to the difference in terms of achievement in science as a result of
field of Science and Technology. The Philippine Constitution making the learning process more meaningful to the learners.
of 1987 mandates that the government should give a full Yet, there was no significant differences on the attitude
sustenance to researches and projects that geared towards the towards science. The researchers explain that the possible
development of Science and Technology. Moreover, Luistro reason is that the students experience a difficulties during the
(2015), the realities of the modern world require a different project making activities. Similar study conducted by Khaliq
kind of Filipino. The Filipino must be a lifelong learner, (2015) in one of the federal government high school. They
holistically developed, globally oriented and locally grounded. found out that the learners who underwent the treatment PBL
The modern Filipino must possess the skills and vision performed better than the control group. Thus, Project-based
applicable in the 21st Century. The K to 12 Curriculum is learning techniques was found to be more effective in teaching
focused on the learner’s acquisition of the 21st century skills, science because it stimulates the natural curiosity of the
Department of Education. These skills include: learning and learners to explore. Yancin, et al. (2009) investigated the effect
5659 Randy Delostrico, Project-Based Learning (PBL) in Teaching Chemistry

of project based learning on the first year science given an experimental treatment – the PBL approach, while the
undergraduates’ attitudes towards physics, electricity control group well be given no treatment over the same period
achievement, and the development of scientific process skills. of time – the conventional approach. Consequently, the
The participants were 90 first year science undergraduate researcher uses an experimental study. Both groups will
students from Science Teacher Training Department in undergo the same academic achievement test in chemistry as a
Bayburt Education Faculty in Turkey. Pretests and post tests pre-test prior to the experimental process to determine the
were given to both experimental and control group. The unit group’s performance level. For the meantime, the academic
about electricity was taught using the project based learning achievement test was employed as a post-test and administered
approach to the experimental group while a more traditional to both groups after the experimental process to determine the
teacher-centered approach was used in the control group. It effect of the treatment.
was found that the achievement scores in the unit about
electricity of the experimental group was statistically Research subject and respondents: The subject of the study
significantly higher than the control group. It was also found consisted of all 50 grade 10 all boys’ students with mean age
that the scores of the experimental group with respect to their of 16 years old in two classes selected from a private school in
scientific process skills and attitude were higher than the Lahug, the PAREF Springdale School Inc., Cebu City Division
control group. The researchers 20 interviewed five students for school year 2018-2019. The students involved were of the
from the experimental group and asked things that served as same level. Out of the sample, one group (G1) was randomly
reasons for them to score higher in the post test. The results of assigned to the experimental group (n=25), while the other
the interview revealed that students gained confidence in their (G2) formed the control group (n=25) of the study. All the
own learning and initiative to discover knowledge and skills students in the groups will take the pre-test and compared with
needed to accomplish the project with the help of the driving post-test to determine their academic achievement and
question at the beginning of the unit. Difficulties such as time performance
on task, division of labor and finding funds for the project were
common among the interviewees because project based Table 1. The Distribution of Respondents
learning approach was new to them
Sex (G1) Experimental Group (G2) Control Group Total
Male 25 25 50
Mayer (2016) investigated the students’ perceptions of life
skill development in project-based learning schools. The
results show that students’ perception on time management, Research environment: The study conducted at PAREF
collaboration, communication, and self-directedness drastically Springdale School Inc. Cebu City, where the researcher is
improved. The study revealed that the students’ perception of currently teaching. PAREF Springdale School Inc. is a private
their life skills improved through the implementation of single-gender basic education institution located on J. Solon
Project-Based Learning approach. A study conducted by Street in Lahug, Cebu City, Philippines.
Redmond (2014) reports that project-based learning improves
the academic achievement of the students through Research instrument: The researcher uses a researcher-made
collaboration, active participation, and meaningful projects. questionnaire as a tool to gather the data. The input was
The primary focus of the research is academic achievement adopted from different chemistry reading resources, and
which resulted in data collection surrounding the research DepEd K-12 Science Curriculum as the bases in making the
question, “How does project-based learning impact student questionnaire. The questionnaire prepared by the researcher
achievement?”. Redmond (2014) used two sections of fourth was only coved by the topic Redox Reaction for two groups,
grade science. Each section underwent a treatment phase and the experimental and the control group. A total of 50 items in a
no treatment phase. The score that was used in the statistical multiple-choice format with TOS will be us. The items will be
analysis were generated from the Northwest Evaluation content validated by the PAREF Springdale Science
Association Measures of Academic Progress NWEA MAP Coordinator and the Kudar-Richardson Formula 20 based on
test. The results of the statistical analysis revealed that after the the objectives intended for the topics. The items were adapted
treatment phase the students scored in the test significantly to fit the processes that occurred in the PBL and lectures on the
higher than the non-treatment phase. nThe data from Redmond topic.
(2014) is very helpful in identifying the key on how teachers
can intensify project-based learning in the classroom. Data-Gathering Procedure: The researcher requested his
According to Redmond (2014) it is imperative for the teachers science coordinator with TOS to evaluate the instruments in
to build the plan and implement project-based learning at the terms of validity, reliability and with the help of Kudar-
beginning of the school year and make it as another classroom Richardson Formula 20, Item relevance and clarity and
routine where the students know how to participate in. In that understandability of the directions. The researcher will seek for
way the process of collaboration and research will become approval to the School Principal through a letter, and
spontaneous to the students. personally administered the instruments to the respondents. At
the start of the topic in chemistry, the researcher will
administer the pre-test first. Both the experimental and control
RESEARCH METHODOLOGY groups answered the pretest. The PBL will be implemented by
first giving the advance organizer about the topic that will be
If you have a Table, simply paste it in the box provided below covered and the objectives to be learned. The students in the
and adjust the table or the box. If you adjust the box, you can control group only received conventional teaching focuses on
keep the table in single column, if you have long table. the topic by lecture. While the experimental group both the
lecture and the Project-Based Learning activity, the post-test
Research Design: The study use pre-test and post-test scheme for PBL and conventional teaching will then be administered.
involving two groups: one an experimental group well be The concepts will be explained to the learners through lecture
5660 International Journal of Current Research, Vol. 11, Issue, 07, pp.5656-5663, July, 2019

and detailed instructions for the project given to them. In the objective interpretation of the pre-posttest performance of
development of project, the learners will be divided into micro students exposed to Project-Based Learning and Conventional
groups and given a task to propose a plan to provide the Approach in teaching. The substantial improvement in the
evidence through an experiment. The students will be given academic performance of learners exposed to both groups were
feedback and suggestions from other groups and proceed in analyzed, and also the challenges and benefits of using PBL
doing the task. They present their final work in class as the and conventional approach in teaching were enumerated.
final part of the Project-Base Learning. The following are the
details of each part: Pre-Posttest Performance of the students in chemistry: The
comparison of pre-posttest results of the learners in the control
Part 1: Concept Presentation – The teacher introduces the and experimental groups. The z-test was employed in order to
topic in advance organizer then present the subtopics of the determine whether their performance fell under: below average
different concepts in a framework form. The students then (<-1.96); Average (between -1.96 to 1.96); or above average
provide proof in investigating the concept through facilitative (>1.96) with respect to their pre-knowledge and understanding
process by asking questions given by the teacher. of concepts in the selected lessons of the unit. It also shows the
comparison of the actual means of the two groups in the pre-
Part 2: Group Assignment and planning – The experimental test. In this case, the p-value standard is 0.05 where p-value is
group will be divided into micro groups to work on a project. not significant if greater than 5%; and significant if lesser than
The teacher will give instruction to the group that they tasked 5%.
to come up with an experiment or study to provide evidence on
the given concepts about redox reaction. The group brainstorm
and come up with a framework of the actual project calendar Table 2. The Mean Difference of the Students’ Pretest
accomplish by the group, where they include the objective, Performance Between the Control Group (Conventional
members, material use, and procedure. As an assignment, the Approach) and Experimental Group (Project –based Learning)
learners will look for related references that explain the topic
to expand their knowledge.

Part 3: Project Discussion and Feedback – The plan of the

micro group will be presented to the class and provide their
critiques, feedbacks and suggestions to improve the project to
be develop. The micro group then make the revision of their
work after the feedback.

Part 4: Project Execution – The learners carried out their plan

in investigating the phenomenon through observations, data
recording, and making general conclusions for their final The p-value indicated that there was no significant difference
reports. in the performance of learners in the Redox Reaction (p=
0.407). This result signifies that there was no statistical
Part 5: Group Base Discussion – The result of the project will difference between the pre-test score of the learners of these
be presented in class. The data gathered from the project two groups at the 0.05 level. Since the p-value was greater than
execution will serve as an evidence that will explain the the seated standard. These implied that prior to the study it can
occurrence of the phenomenon investigated. The other micro be said that both groups pre-learning levels in the selected
group will raise a questions, issues and critiques about the lessons in chemistry were almost the same. According to
results. The group presentation will be evaluated using a Ilayon (2014) and Harmer (2001), A task given to the students
rubric. promotes an achievement of knowledge through types of
interaction. This allows the learners to use all they know.
Part 6: Finishing Project - The learners will write a narrative consequently, learners are less likely to remember the concept
report of the entire procedure, the project model, and the without experiencing it. On the other hand, to be highly
project result. effective in learning, the skills and concepts needs to be
experienced. It means that the teacher needs to give learning
Data Analysis and Procedure: The analysis aims to show the instructions to students for them to gain learning. Thus making
difference in the students’ level of learning of the control and it necessary for students to learn more of the concepts.
experimental groups. In this study, Statistical techniques such
as mean, Standard Deviation (SD), Z-test, and T-test were used Table 3. The Mean Difference of the Students’ Posttest
Performance Between the Control Group (Conventional
to determine the significant difference between the pre-test and
Approach) and Experimental Group (Project –based Learning)
post-test mean scores of the two groups (PBL and
Conventional Approach) in teaching chemistry.

RESULTS AND DISCUSSION

This section presents the answer to the research questions and

also the data gathered from the different sources specifically
through the student’s achievements on a research-based exam
and projects created throughout the study. The data collected
from the study had been tabulated and statistically tested for
5661 Randy Delostrico, Project-Based Learning (PBL) in Teaching Chemistry

It can be perceived from Table 3 that the z-test scores in the subject matter, learn revision, enhance outreach and
areas of chemistry showed that the experimental group had engagement beyond academic and advantage for the teacher
higher level of achievements compared to control group. (Harmer and Stroke, 2014). Since the standard followed in
Additionally, the mean score of the experimental group, was PBL are simulation of those in the real world, this allow an
also greater than that of the control group (M= 26.76) which individual to take responsibility, to visualize goals; thus,
corresponded to a mean percentage score (MPS) of 61.92% increasing the performance of improving the task. Learner in
and 53.52% respectively, of the perfect score of 50. Moreover, the experimental group performed better than those learners
it can be noticed that there was a great mean difference from exposed using the conventional approach, based on the result
the students’ pre-posttest from topic Redox Reactions. In this showed a favorable interest towards the subject chemistry.
topic, the learners were oriented on the different ways of using Thus, it can be said that this method is effective in improving
laboratory materials and chemicals. Other than mixing the the interest of learners towards chemistry. According to
chemicals using the molecular formula, they got the value of Redmond (2014) teachers are very helpful in identifying the
quantities from actual measurement using devices such as the key on how to intensify PBL in classroom. Learners who are
digital weighing scale, and graduated cylinder. In connection shy and sometimes afraid to ask questions from the teacher are
with this, the students were involved in an actual hands-on encouraged to participate in the discussion when it is
activity on the concepts. This mean more learning and individual explanation is required (Salandanan, 1988)
improving the analytical skills on the part of the learners. It Critiques given by the classmates and peers provides feedback,
shown that there was a positive learning experience of the builds self-directed learning and self-confident.
students. Based from Blumenfeld (2001), learners pursue
solutions to a variety of media that entails active Challenges and Benefits Experienced by Teacher and
experimentation with hands on approach to acquiring Students on PBL: To give answer to this problem, the
knowledge. In addition, the p-value was (p=0.010) indicated researcher conducted a Group Discussion with the randomly
that there was a statistically significant difference between the selected students from the experimental group. They consisted
post-test scores of these two groups (control and experimental of 10 to 12 students representing the different sub-groups in
groups) of learners at 0.05 level, since the p=value was less the experimental class. The following questions were asked in
than the seated standard. This indicated that after the study’s the process: (1) What are your thoughts about PBL as a
experimental process, it can be stated that both groups’ post- teaching strategy? (2) Do you find PBL helpful in your
learning levels in topic Redox Reaction in favor on the learning process? (3) What are the benefits you attain from the
experimental group. To determine the significant difference project? (4) What do you think are the challenges you
between the mean gain score of the achievement in pre-posttest encounter while doing the project?
in physics, the t-test for related sample was used in comparing
the Table2 and 3 results. The results are presented in Table 4 The list represents the challenges and benefits experienced by
for the control group and Table 5 for the experimental group. both students and the teacher on the PBL:
The p-value standard was 5%, where the p-value is not
significant if greater than 5%; and significant if lesser than 5%.

Table 4. The Mean Gain Between the Students’ Pretest and

Posttest in Chemistry Performance of the Control Group
(Conventional Approach) and Experimental Group (Project-
Based Learning)

The teacher in teaching PBL needs clarity of instructions. The

students needed to be guided accordingly in every steps they
took from the start down to its last phase of the project.
Content is made accessibility by allowing learners to engage in
problems, example, and contexts that connect new idea to
personally relevant prior knowledge. Thus effective instruction
should provide opportunities for students to ask their own
questions; refine those questions through the design and
conduct personally relevant investigation (Linn et al., 2004).
Time management was one of the challenging part in the
study. Both the learners and teachers needed to meet the
The findings in Table 4 showed that the mean gain of the targeted time of every activity (Kauchack et al., 2008). Some
experimental group with p-value of 0.00000041 which is of the activities were expected to be done beyond the expected
almost zero was found to be significantly higher, compared to time, thus learners had to extend their time for the activities.
those of the control group with p-value of 0.047 at the 5% Moreover, the teacher should provide ample time to monitor
level of significance. The result implied that though both and tsay with learners during the activity. Textbooks is not
groups increase their level of performance after the lesson, the enough to widen the information on what learners wanted to
experimental group had higher level of performance compared explore, thus the demands of using technology was quite
to the control group. According to Bell (2010), PBL is an necessary. Without its convenience, the learners would not be
innovative teaching pedagogy that addresses a multitude of able to gather enough information about the background of the
skills critical for the success of the 21st century leaners. The topic for the project. The optimum management in the
main advantage of PBL is that the students developed wider computer must be monitored so that all the learners would be
skills, increase students’ motivation and enjoyment of the able to use (Alexander et al., 1998). The steps in producing
5662 International Journal of Current Research, Vol. 11, Issue, 07, pp.5656-5663, July, 2019

the project must be clearly emphasized by the learners. With teaching chemistry to enhance the performance of the learners
this, it requires the facilitative skills of the teacher. According when it comes to academic.
to Krajcik and Shin (2014), A driving question is a well-
designed question that students and teacher elaborate, explore, Recommendation
and answer during the making of the project that would
carefully lead the learners to the construction an overall view Based from the results and findings of the study, the following
of the project and helps learners understand the goals and are hereby recommended:
objectives of the project. Furthermore, the study has also
benefits. Working on Project–based learning promotes Project-based learning requires a lot of time management from
collaborative learning. The collaborative working environment the teacher. To be able to make a meaningful project smoothly
in PBL encourages learners to work in divers learning settings the teacher needs to make sure that the plan is student centered,
with students from different socio-economic background. real-world problem that incorporate collaboration, and must
Variety of skills and abilities a project may require help produce an outcome. The study proved the effectiveness of
learners with diverse abilities contribute to the success of the PBL in increasing the academic achievement in Chemistry.
project in various aspect (Kalda et al., 2011). This supports the Further investigation is needed to see the potential of PBL in
idea of Borko et al. (1999) that learners gain knowledge more other subject area, 21st century learning skills, and learners’
by participating and collaborating in activities offered in the perception to determine the lifelong learning feasibility of the
schools. According to Vygotsky (1978), Helping students learn approach. Carrying PBL is not easy it needs time, effort
from others is grounded in social constructivism. Utilizing intellect and persistence, thus the school should provide and
PBL improved the social characteristics of the students. They help the teacher support the finances to procure needed
developed good working relationships and boosted their self- chemistry materials and chemicals. An exposure to seminar-
confidence (Saltala, 2010). Students in their small group workshop that focuses to Project-based Learning is
discussion enhance the power of reasoning, understanding of recommended to enhance the awareness and ability of the
the concept and critical thinking in solving the problem. PBL teacher to teach using PBL strategy to the learners.
promotes good camaraderie among them. It gave learners an
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