i

PROJECT-BASED LEARNING: AN AID TO ENHANCE

STUDENTS’ PERFORMANCE IN SCIENCE 7

An Action Research Presented to

The Faculty of the Graduate School
University of St. La Salle
Bacolod City

In Partial Fulfillment
of the Requirements for the Degree
Master in Education Major in Natural Science

APRIL ROSE F. SOLERA

August 26, 2022

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APPROVAL SHEET

The Project Paper entitled “PROJECT- BASED LEARNING: AN AID TO

ENHANCING STUDENTS’ PERFORMANCE IN SCIENCE 7” presented by
April Rose F. Solera, in partial fulfillment of the requirements for the degree Master
in  Education major in Natural Science of the University of St. La Salle Graduate 
Programs has been evaluated and approved by the panel of evaluators. 

PANEL OF EVALUATORS

MA. MELANIE P. ROMERO, PhD

Chair

JUNE CARL S. SERAN, MAEd

Content Specialist

IGMEDIO M. AMANTE, MACDDS

Method Specialist

CHARLYN P. LAROSA, MAEd

Adviser

EVA GRACE B. CHAVEZ, PhD

Research Professor
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ACKNOWLEDGMENT

This Project Paper would not be successful without the support and help of many

individuals, and for that, I would like to thank all of them with my sincere gratitude.

First and foremost, I offer this success to our GOD ALMIGHTY. Lord, I am so

blessed with your grace to find green pastures amidst the uncertainties brought by the

Covid-19 Pandemic. Thank you so much, Lord, for the wisdom, strength, knowledge,

peace of mind, and health you bestowed upon me to finish this research study. You are

indeed my excellent guidance every time.

I would love to express my sincere thanks to our subject professor in Methods of

Research, Dr. Eva Grace B. Chavez, for the positive approach, patience, and never-

ending guidance to complete this research paper too my research adviser, Ms. Charlyn P.

Larosa, for the valuable support, immense patience, endless encouragement, corrections,

and being my one call/chat away.

Likewise, I would like to say thank you to an incredible person Dr. Jane Jermina

Jalandra, for being my best motivator, supporter, and believer and to my co-teacher

Raymund Jhon B. Rolan for being my statistician and Laura B. Monteverde, Mary Joy T.

Gayola, Melody B. Madrid for being my validators.

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I am also grateful to the cheesmosa online/4 squad group, Donalyn, Laura, and

Eleza for the moral support, to the Grupo Pito for always being there whenever I need

help, for moral support and encouragement, and to our Teacher-In-Charge Ms. Leofel J.

Cepalon, for being supportive from Day 1 until now to make this thing possible.

To my Family, Mama Delia, my siblings Inday Langging and Manong Ryan, and,

to my nieces, nephews, in-laws, and my partner Jarold Jan Fuentes who are the source of

my strength and inspiration and were there with me throughout the completion of this

paper, I cannot thank you enough.

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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

TABLE OF CONTENTS v

LIST OF TABLES vii

LIST OF FIGURES viii

ABSTRACT ix

INTRODUCTION 1

Background of the Study 1

Statement of the Problem 3

Hypothesis 4

Theoretical Framework 4

Operational Framework 7
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Scope and Limitations 7

Significance of the Study 8

Definitions of Terms 10

Review of Related Literature

METHODS

Research Design

Participants

Validity
Reliability

Research Instruments

Data Gathering Procedure

Statistical Treatment

Innovation, Intervention, and Strategy

52

Plan for Dissemination and Utilization

Ethical Considerations

RESULTS AND DISCUSSION

CONCLUSION
63

REFERENCES
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APPENDIXES

Appendix A: Communication for the conduct of Research Instrument

Appendix B: Communication for the Validation of Research Instrument

Appendix C: Communication for the Reliability Testing of Research

Appendix D: Parental Consent Form

Appendix E: Test Questionnaire

Appendix F: Criteria for Validation of the Test Questionnaire

Appendix G: Test Validation Result

Appendix H: Reliability Result

Appendix I: SPSS-Data Analysis Result

Appendix J: Grammarian Certificate

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LIST OF TABLES

Table
Page
1. Distribution of Participants
47

2. Students Performance in Control Group

56

3. Students’ Performance in Experimental Group

58

4. Significant Difference in the Pre-Test and Post-Test Scores

of the Grade 7 Students in Control Group
59

5. Significant Difference in the Pre-Test and Post-Test Scores of the

Grade 7 Students in Experimental Group
61

6. Significant Difference in the Post-Test Scores of the Grade 7

Students in Control and Experimental Group
63
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LIST OF FIGURES

Figure
Page

1. Schematic Diagram of a Study

6
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ABSTRACT

The study aimed to investigate the effect of Project-Based Learning: An aid to

enhance the student’s performance in science 7 in Negros Occidental, specifically in
Brgy. Purisima, Manapla. It employed the Quasi-Experimental research design using a
quantitative approach. The survey was conducted on seventy (70) students who were
identified through the sampling method. The pre-and post-test was conducted on the
participants of the study. The data obtained were analyzed using the computer program
SPSS. The arithmetic means and standard deviations were calculated for each group.
The paired sample t-test was used to assess the groups' significance. The significance
level was taken as .05 in the research. Results showed that there was no significant
difference (t = -1.66, p > 0.11) in the test scores of the control group using the
Traditional Modular Approach and the experimental group using the Project-Based
Approach based on their post-test test scores in Science for Grade 7 Students. It means
that students’ performance in science using both approaches was the same. At the end
of the research study, it was revealed that the students who were educated by project-
based learning were more successful and had higher scores than the students who were
educated by the traditional modular approach. The information gathered leads to an
improved definition of project-based learning. For students to gain a greater
understanding of classroom content they need to experience a direct environment that
allows for challenge and problem-solving opportunities. Students provided with
project-based learning opportunities will be able to hone their problem-solving and
critical thinking skills as well. Students will be better prepared for the workforce.
 INTRODUCTION

Background of the study

Amidst a cataclysmic change caused by a pandemic, the Department of

Education, alongside other government agencies, strived hard to adapt to the present

circumstance and created programs that can address the target needs of society,

especially those in the education sector. Last year was a challenging start for a new

program implemented by the Department of Education entitled Sulong Edukalidad; this

aggressive reform continually seeks to produce quality primary education and calls the

entire nation to unite in its agenda that no learners should be left behind. So as part of

this collaborative effort, teachers in public and private schools are trying to figure out

how to ensure that students at home are still socially in tune, emotionally intact, and

cognitively engaged even in this crisis. This goal might be attainable in other subject

areas but is quite challenging in practical and theoretical subjects such as science

because of the ample amount of time and effort needed to facilitate learning in distance

education.

Despite the struggles evident in science academic results in the modular learning

modality, one conceivable way to improve student performance is to integrate project-

based activities into remote learning to help students stay connected and engaged in

their lessons. Projects can be an excellent tool for Learning because they can make
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students creative, think creatively, apply the project to real-life scenarios, and

collaborate with their peers (Blumenfeld et al., 1991; Demirhan, 2002; Yurtluk, 2003;

Gültekin, 2005). According to (Suzie et al., 2021) students can bring a lot of ideas,

wisdom, and adeptness to broaden the purpose to respond to natural, captivating, and

convoluted challenges and problems through Project-Based Learning. It is a student-

centered method that enables the students to plan and solve the issues, which helps to

learn more exciting and meaningfully, making them take responsibility for their

learning and developing their skills in comprehending and structuring information. In

the recent study conducted by Speziale (2020), findings revealed a significant

difference in the post-test success between the control and the experimental group in

the second and fifth grades. In both phases, the experimental group that received the

project-based learning curriculum from Defined Learning was said to outperform the

control group. It shows that PBL helps increase students' performance provided a

careful design of activities implemented to enhance their higher-order thinking skills

To recall, despite the efforts made by the Department of Education through this

time of the pandemic, teachers are still primarily relying on the traditional ways of

delivering modular instructions. It is evident in Manapla National High School-

Purisima Extension, where some teachers are used to the generic routine of distributing

and retrieving modules every week. The Department of Education encouraged

interventions to improve certain learning areas, but these weren't given more emphasis

in modular instruction. Furthermore, recent MPS results taken from Grade 7 Science

written tests and performance tasks had shown that most students have low scores on
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most of their activities. It implied that teachers should dedicate themselves more

effectively to look for alternative ways to improve students' performance in distance

learning, and project-based learning is one of these methods.

Throughout the researcher's years of teaching, she has observed that student's lack

of motivation, insufficient resources such as accessibility to the internet, lack of

emphasis in the implementation of interventions, and inadequate drive to be more

efficient in science class, were one of the factors contributing to the unfavorable results

in the student performance. To bridge this learning gap, the researcher aimed to

implement a new teaching strategy in the New Normal that would be more effective in

raising students' academic achievement and, simultaneously, improve students'

engagement in science through modular instruction. Thus, the study aimed to determine

the effects of Project-Based Learning on ssstudent performance among Grade 7

Students of Manapla National High School-Pirisima Extension for School Year 2021-

2022.

Statement of the Problem

This study aimed to determine the effects of Project-Based Learning

on the students’ performance in Grade 7 of Manapla National High School-Purisima

Extension during the 2nd Quarter of SY 2021-2022.

Specifically, it sought to answer the following questions:

1. What are the pre-test and post-test scores of students in the control and

experimental group?
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2. Is there a significant difference between the pre-test and post-test scores of

the control and experimental group?

3. Is there a significant difference in the post-test scores between the

experimental and the control group?

Hypotheses

Consistent with the foregoing research objectives, the following hypotheses were

formulated:

1. There is no significant difference between the pre-test and post-test scores

of the experimental and control group.

2. There is no significant difference in the post-test scores between the

experimental and control group.

Theoretical Framework

This study on multiple theories is based on Project-Based Learning (PBL). There

are some data collected about the PBL wherein able to acquire some important

highlights and phases to execute this curriculum inside the classrooms. Implementing

Project-Based Learning can also higher the motivation and self-determination of the

students. PBL brings some advantages. Piaget Cognitive Learning (CLT) is the first

theory that was instilled in this study next is the Social Constructivism of Vygotsky,

and the Pedagogical Creed of John Dewey.

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As explained in The Child's Concept of the World 2007) Piaget, says individuals

have a unique schema in their brain. The assimilation and accommodation process can

go through from one another. In the assimilation process, fresh ideas are put in and

altered in the existed plan (Scholnick, Kol & Aberbanel, 2006) say that even if schemas

are modified, or there are new ideas formed, only the existing ideas that lead the

students to the result are permitted. Some constructivists modified Piaget’s conjecture.

Moreover, learners get ideas and build their new learnings through their own

experience, which remains constant. The Social Constructivism of Vygotsky supports

the CLT of Piaget. He believes that social interaction is the one that leads to students

learning. The Zone of Proximal Development (ZPD) which is developed by Vygotsky

leads to a description of Shabani, Khatib and Ebadi (2010) that shows what a learner

can do with or without the help or guidance of certain individuals or experts. ZPD is

the start of scaffolding. Scaffolding refers to strategies where teachers can support

learners as they learn new concepts or skills that assist students in developing a greater

understanding of the significance so that, in the end, they will get more independence

in their learning. The acquired knowledge to be applied to a learner's existing

knowledge, they need time to reflect on the new information. It allows for synthesis

and for the new command to be readily available for the learner to employ in the future

(Schcolnick, Kol, Aberbanel, 2006: pg. 14). Here, learners can have their assistance or

helps from the experts on what to do. Overall, Lev Vygotsky’s theory summarizes that

Social Interaction is central to learning.

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Lastly, John Dewey's Pedagogical Creed states two sides to the educational

processes, psychological and sociological. While the psychological side is the

keystone, neither side is more important than the other. Without notice of the

psychological structure and activities of the individual, the educative process will,

therefore, be haphazard and arbitrary. (Dewey, 1897). Dewey also tackles the

sociological aspect of the educational process. The educational process is there to

prepare for future life. A student is trained to have the full and ready use of all his

capacities (Dewey, 1897). This study is set on the Theory of Education (Learning by

doing) of John Dewey (1938), an American philosopher.

The theory of Education describes how students receive, process, and retain

knowledge during learning. Learning by doing is active, hands-on, and engaging for

students. This teaching approach aims for learners to construct mental models that

allow for higher-order performance, such as applied problem solving and transfer of

information and skills (Churchill, 2003). Project-based learning creates a driven

paradigm for students in which the issue could―drive‖ them to the core concept of the

subject. The project should occupy students’ constructive investigations, including

inquisition, decision-making, and resolution from the students. However, a certain

degree of difficulty in project-based teaching, whereas certain activities such as simple

instructions and practice that involve ―already -learn information‖ fail to fulfill the

criterion of project-based learning. Projectbased learning engages students' autonomy

in learning. For example, they are responsible for their choices, decision, and even

solutions to the problem they face.

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To triangulate the different theories of the proponents mentioned above, students'

level of performance in this study can be associated with how they perceive their

learning environment and how they can activate and use their higher-order thinking

skills if they are the ones who are going to construct solutions and create meaningful

outputs based on their understanding of the world. Their cognitive processes in which

they can comprehend the inputs given to them are essential in determining the success

of their performance in a group or an individual. Furthermore, as Vygotsky postulates

in his theory, there must be a facilitator or Most Knowledgeable Other (MKO) who

goes in between to guide them throughout their learning discoveries.

Operational Framework

The principal concept of this study is to focus on the effects of Project-Based

Learning on students' performance in Grade 7 in science class during the 2nd quarter of

S.Y 2021-2022.
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Scope and Limitations

This study focused on the effects of Project-based learning activities in Science

of Grade 7 Students of Manapla National High School- Purisima Extension using the

project-based learning activities during the school year 2021-2022. The participants of

this study were the seventy (70) Grade 7 Students of the school, as mentioned earlier,

who were officially enrolled during the said school year, excluding students who got

dropped or transferred during the study. The sections that belonged to the control and

experimental groups were selected through their homogeneity of groupings. The

experiment was conducted for eight weeks.

The aspects considered in this study focused on the specific problems postulated

in the hypotheses, the theoretical/conceptual framework of the study, the research

design, participants, and the research instrument used.

Significance of the Study

This study is a significant endeavor in generating knowledge that will

contribute to the growing literature in primary education, particularly in teaching

Biology and other professional research and practices.

Specifically, the results of this study will benefit the following stakeholders:

DepEd Officials, Education Program Supervisor (EPS)-Science. The study

will provide information to prioritize innovative strategies in teaching science using

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Project-Based Learning as a tool and look for quality professional development in

supporting teachers to develop quality programs or invest in a whole-school approach

(PBL).

Curriculum Developers. This study will help curriculum developers utilize the

study's findings to intensify the training programs for the teachers to ensure

competence in using Project-Based Learning to allocate the resources to transform the

classroom and school facilities and provide teachers a designed high-quality Project

Based Learning lessons.

School Heads. This study may aid the School Heads by revealing the different

ways to use to improve the performance of the students, try to build PBL into

school plans, discuss it at faculty meetings, see the tangible outcomes, and trust

teachers by giving them a room to create, collaborate, and provide safe space for

planning how the school might slowly transitioning in using a PBL approach by giving

them time to learn and let them see more motivation and what kind of innovative

teaching they were going to produce.

Teachers. This study may help teachers improve their teaching styles and

strategies to understand their students' learning needs better, enrich their professional

experiences, and consider ways to prepare and scaffold learners' experiences.

Students. The results of this study may help secondary school students since the
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study provides a basis for awareness and a better understanding of how

supplementary materials affect improving students' academic performance in Grade 7

Science. Likewise, it may give them a faster and clear perspective.

Home Learning Partners. This study may help the HLP, such as parents and

guardians understand how a child's mind works and help them deeply understand the

child, and support and guide them in building their academic performance.

Future Researchers. It will serve as resource materials for future researchers

who want to research the related field.

Definition of Terms

To understand this study, the following terms were conceptually and

operationally defined:

Control Group. The term is used to describe a group in an experiment or study

that does not receive treatment by the researchers and is used as a benchmark to

measure how the other tested subjects do (Petruzello M., 2020)

In this study, the term refers to a group of students that did not receive any

treatment but were continually monitored by the researcher using the Traditional

Modular approach.
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Experimental Group. This term refers to the group that receives the tested

variable in the experiment. They are the participants who are exposed to an

independent variable. (Petruzello M., 2020)

In this study, the term refers to a group of students that were given an intervention

program.

Grade 7. Conceptually, this term is used to describe the 1st year Junior High

School students who are usually 12-13 years old (deped.edu.ph., 2015)

Operationally, the study refers to Grade 7 students of Manapla National High

School Purisima Extension in Manapla, Negros Occidental. They are officially enrolled

in the School Year 2021-2022 and will undergo an experiment.

Pretest. This term refers to a preliminary test to determine a student's baseline

knowledge or preparedness for an educational experience or course of study.

(https://www.thefreedictionary.com/pretest)

Operationally, this refers to the testing materials used by the researcher before the

experimentation takes place.

Posttest. This term refers to a test given after a lesson or a period of instruction to

determine what the students have learned.

(https://www.thefreedictionary.com/posttest)

This study uses this term to determine what the students learned after the topic

and intervention.
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Project-Based Learning. This term refers to an instructional strategy to allow

students to develop skills and knowledge by engaging in projects that are about

challenges and problems they may face in a real-life situation. (Buck Institute for

Education, n.d.)

In this study, the term refers to the intervention formulated by the researcher that

contains a series of activities in science seven (7) during the 2nd quarter of the S.Y.

2021-2022. Also, this will serve as an indicator to determine student performance

improvement.

Students' Performance. This term refers to the knowledge gained, assessed by

marks by a teacher, or educational plan put by students and teachers to be achieved

over a definite time (Narad & Abdullah 2016).

In this study, the term is used to evaluate the scores of the Grade 7 students in

Manapla National High School-Purisima Extension at Manapla, Negros Occidental, in

the first and second grading periods.

Review of Related Literature

This section presents relevant written works conducted, that are essential in

developing the conceptual framework and providing directions in the present study.
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PBL is an activity that is contrary to the practice of a teacher-centered classroom

wherein this method is interminable, academic, and student-centered which leads to

solving the real-life scenarios of problems and issues. This method will help promote

some conceptual activities to dig in and puzzle out the baroque problems.

Teaching Science in the Philippines in the 21st century

Learning happens in the four-leaf corners of a classroom as we all know it could

be a process wherein, we can see the learners sitting on the chair in front of the teachers

who discussed today’s topic. Learning doesn’t happen alone inside the classroom it

may also occur inside the library or outside the school premises. A school learning

environment is a place and space where learning naturally happens. Today’s learning

environment has a variety of areas that need to enfold like ideas, people, and the

demands of the modern words that are according to (Machado, 2013). The 21st century

needs learners to develop the skills that allowed them to be involved in their own

learning. The 21st century takes place in school, but today it could be happened

virtually, online, and even remotely. 21st-century learning can be a place that processes

ideas that learners understand or learn best here as the learners have unique skills. To

develop 21st-century skills the learning place should support and inspire both the

learners and the educators.

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The Malaysian government has the vision to be developed the country in 2020. It

implies that the country needs a workforce equipped with skills enabling them to be

globally competitive individuals. To get this, teaching for the 21st century needs to

prepare pupils for complex life and work environments in the 21st century (NEA,

2013; Partnership for 21st Century Skills, 2007). The innovation skills relevant to

preparing pupils for the 21st-century skills are somewhat like Critical Thinking and

Problem Solving (e.g., effectively analyzing and evaluating evidence, arguments,

claims, and beliefs; solving some non-familiar problems in two ways, both

conventional and innovative ways.Communication and ideas effectively using oral and

written communication skills in various forms and contexts).Collaboration (e.g.,

demonstrate the ability to work effectively and respectfully with the teams).Creativity

and innovation can be used as the idea of creative techniques to create new and

worthwhile ideas). It means that if the learner is to be globally competitive starting

today, they should be a critical thinker, good communicators, collaborators, and

creatives. The traditional need to equip pupils with these skills of reading, writing, and

arithmetic (3R) is no longer capable. The primary and secondary school teachers, on

the other hand, should also be competent in teaching effectively to promote the 3R

skills literally. If teachers should teach the way he teaches, the 21st-century learners

now have a different understanding and experiences than the 20th-century pupils.

These technology-savvy people navigate their life far differently from their teachers.

Thus, to achieve this, teachers should think of a new style of teaching (Apple, 2008;

Lemke, 2010; Rotherham & Willigham, 2009). For this, teachers can't be surprised
 15

how the learners in 21stcentury learn from the outside. The learners live their lives

digitally every day, in the form of the Internet, text messaging, and Social media in

their lives outside the school, so they expect their learning process to be interactive and

engaging with the application of technology. A disconnection between how they live

and how they are taught when teachers continue to teach with the 20th-century teaching

approach can lead students to boredom. The difference between the approaches to

teaching 21st-century learners from the previous ones is not that much. But still, we

need our students to have creative thinkers and problem-solvers with skills to function

effectively in society and their workplaces. The differences lie in how the teaching

skills are incorporated inside the classroom and how technology is used in their

teaching process. To do so will certainly change how a teacher instructs (Beers, 2013).

In successful teaching with the 21stcentury tools to be used, teachers can use the tools

with various teaching approaches (Lieberman & Mace, 2010; Yost, Senther & Bailey,

2000). Making a PowerPoint presentation to deliver a lesson today is no longer

adequate; instead, it has become outdated and a source of boredom when pupils must

sit there and watch and listen to the teacher talking and reading the topic from the

slides to the beginning to the end of a lesson. This approach is like using a whiteboard

and transparencies, which is teachercentered and does not allow the pupils to explore

what they have learned. could utilize IT-based teaching tools such as computers,

projectors, interactive whiteboards, and even simple whiteboards. if teachers can think

creatively and involve pupils in teaching and learning. As Beers (2013) mentioned,

they should provide lots of learning opportunities; according to the Malaysian Online
 16

Journal of Educational Technology 2016, project-based and let pupils inquire by doing

investigations. In the 21st century, the teaching styles of the teacher from imprisoning

the learners inside the classroom for the whole hour and listening to the teachers'

discussion instead, today's learning environment should allow the students to do what

they need to do and ask for answers to the problems posed by the teacher and can freely

communicate with their peers. The 21st-century teacher should never restrict lessons to

only a given space and time. Learners in the 21st century, well-known as the digital

natives, live their lives digitally every day (Pearlman, 2010; Tapscott, 1998). They use

the Internet and social media fluidly in their lives after school. Thus, providing them

with similar technology opportunities in their academic life could lead to interest,

engagement, and learning. The disconnection between the way the learners live and the

way they learn is causing a loss of interest, can cause boredom, and their engagement

in learning suffers (Blackmore, 2008). Technology in science teaching and learning is

important because it supports teaching and learning. Teachers still play an important

role in conveying knowledge and facilitating learning. However, 21st-century learners

must think and solve problems, communicate, collaborate, create, and innovate to

prepare them for the 21stcentury workforce. Learners in the urban areas are used to

gadgets. On the other hand, those living in the remote areas are not as technology-

savvy as the urban learners, and we're not introduced to computers and technological

tools at school through formal education. These rural learners are not as good or

professionals in using computers. Because of these differences, teachers can find a way

to choose and adapt their lessons so that no learners are left behind in the 21st-century
 17

environment. The main goal is to promote thinking and solve problems through various

strategies and approaches that allow pupils to communicate and collaborate to solve

them. Teachers need to be creative and adapt and adopt approaches for the outcomes.

Since most parts of the country already have access to the world of technology, the

study sought to reveal if teachers can teach and meet the needs of 21st-century learners.

The study's objective was to observe primary school excellent science teachers'

teaching styles and investigate whether the teachers can conduct lessons to promote

creative thinking skills and problem-solving using the 21st-century environments.

Teaching science in the 21st century can offer a rich context for developing much

21st-century expertise, like problem-solving, critical thinking, and literacy in

information, primarily when instruction addresses the nature of science and promotes

science practices. Teaching science as you have always taught but with today's tools

and technology. It means utilizing everything necessary in today's world so that

students can live and prosper in today's economy and guide and prepare students for the

future.

Students’ Performance in Science in the recent years.

Science is considered a partner in the progress of each country. There is no one

who can exclude the role of science. According to Nalini Ratnasari (2006) Science and

technology brought so much impact on our daily lives specifically in all aspects of it.
 18

TIMMS is used in assessing the status of science in education in our country and it

happened every four years in Grade 4 and grade 8. To be exact the TIMMS archive

showed that the Philippines only participated in the evaluation from the year 1995 up to

the year 2003 wherein in the year 2003 the Science for grade 8 ranked 42 out of 46

countries that participated.

In developing countries like the Philippines, parents of low-income families tell

us that kids should finish their studies because they can’t give any wealth to them when

they are already gone except for education, which is what we often hear.

With this result, the Philippines' place on the average scale scores lower than the

international average. On the other hand, nearly at the end of the school year, the

Department of Education (DepEd) tried to conduct a National Achievement Test

(NAT), an examination in the Philippines that is given to students to identify the level

of their achievement, their strengths and weaknesses in the five subject areas, which

are, English, HeKaSi for the elementary, Filipino, Araling Panlipunan, and

Mathematics for high school students. According to PSA, 2013 for the academic year

2011-2012, the mean average percentage of science achievement for Grade 3 was

55.15, meaning they correctly answered about 5.5 questions over 10. Grade 6 was

67.66, meaning they correctly answered 6.6 out of 10 questions. And lastly, the Fourth

Year was 40.53, meaning they responded to only around 4.1 out of 10 questions

precisely. In developing countries like the Philippines, parents of low-income families

tell us that kids should finish their studies because they can't give any wealth to them
 19

when they are already gone except for education, which is what we often hear. No

matter where one goes, instruction is always given importance. The Aquino

administration gave education the lion's share of the 2014 budget under the General

Appropriations Act (GAA). Of the P2.265 trillion budget, a total of P841.8 billion goes

to the social services, including education, and P309.43 billion goes to the DepEd. In

the current Duterte administration, a GAA amounting to P3.35 trillion will give its

highest share of P544.1 billion to education (Elimia, 2016). Here, we recognize that the

government is doing its best to support the education sector, but one must realize that

budgetary constraint is not the only factor affecting students' academic performance.

This study considers some possible factors on whether they can influence students'

performance in science. These factors include students' attitudes toward Science,

Science motivation, Science anxiety, perceived stress level, and teacher efficacy.

Specifically, the study like to talk about: the stories of attitude toward Science, Science

motivation, Science anxiety, students' perceived stress, the teacher's level of self-

efficacy, the factors potential significant predictors of academic achievement in

Science: attitude toward Science, science motivation, science anxiety, perceived stress,

and teacher's efficacy.

With this, Science is considered one of the subjects in the Philippines considered

the lowest rank. Lack of motivation has one of the most frustrating obstacles to student

learning for teachers. Many factors affect the students' academic performance in

science, one of which is students' attitude toward the subject. Many people perceive

Science to be something challenging and hostile. And this thought comes up to the
 20

mind of students. Much is to blame those movies and books that portray scientists as

nerdy. The teachers can play a vital role in changing this aspect. Tell students how

Science should change the world and say exciting facts about it—encouraging the

students by making them do different scientific experiments. So as a teacher, you

should create a natural curiosity about science in the students' minds. Teachers can be

taught this by telling them that Science has a connection to their daily lives.

A teacher can create creative and explorative tasks or opportunities to make

students understand Science much better. You can create events, like a science fair, and

it could be organized. Many affairs like this opportunity will help motivate the students

to do interesting experiments and develop an interest in science.

Project-Based Learning inside the classroom

Project-Based Learning PBL) is a model for a classroom activity that differs

significantly from the usual teacher-centered classroom practices. Project-Based

Learning 6 activities are long-term, interdisciplinary, student-centered, and integrated

with realworld issues and problem-solving. This method fosters abstract tasks to

explore and solve complex problems (Condliffe, 2016; Iwamoto et al., 2016; Harmer &

Strokes, 2014; Harmer & Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000;

Katz & Chard, 1992;). It promotes understanding the underlying concepts rather than

just practicing rote memory skills. The project-based learning approach uses projects to

encourage student motivation and provide means for demonstrating and explaining

what they have learned. In PBL, the students explore, make judgments, interpret, and
 21

synthesize information in meaningful and creative ways. Project-Based Learning is a

good resort in honing the 21stcentury skills of the students (Educational Technology.

Division, Malaysia, 2006). Ravitz, Hixson, English, & Mergendoller (2012) defined

21st Century skills as productivity and accountability, social and cross-cultural skills,

creativity, the innovation, critical thinking, the problem solving, communication and

collaboration, information, communication and technology literacy, flexibility and

adaptability, initiative and self-direction, and leadership and responsibility. Project-

Based learning promotes learning that results from the demonstration of performance

where the students will use the knowledge and skills they acquired. According to

Harmer and Strokes (2014), PBL has key features which distinguish learning by doing,

the role of the facilitator, interdisciplinary, collaboration in the group work, and an end

product. The genesis of PBL is inquiry, where children pursue knowledge by asking

questions that trigger their natural curiosity (Bell, 2010). Recent studies are

emphasizing the benefits of PBL; increased academic achievement, augmented

application and retention of information, critical thinking, seven communications, and

collaboration (Condliffe, 2016; Iwamoto et al., 2016; Harmer & Strokes, 2014;

Holmes, 2012; Bell, 2010; Thomas, 2000; Katz & Chard, 1992;), but what is and is not

a PBL project?

Project is a common tradition across the different subject areas. However, there

are specific criteria that have to be present in a project to be considered PBL. Thomas

(2000), in his article ―A Review of Research on Project-Based Learning‖ states the

five criteria of a PBL project. Project-Based Learning projects are central and not
 22

peripheral to the curriculum; projects are focused on questions or problems that drive

students to encounter the main concept of the curriculum of a discipline, projects

involve students in a constructive investigation, and projects are student-driven to some

significant degree, and projects are realistic and not school-like. After Thomas (2000)

created his comprehensive review of the Project-Based Learning approach, his work

became the most cited article on PBL research. After a decade, Bell (2010) did another

comprehensive review on PBL. According to Bell (2010), PBL is an innovative

teaching approach that addresses many skills critical for success in the 21st century.

Bell (2010) argues in his review that students need to be more responsible for their

learning, and the teachers should embrace their new role as guide-on-the-side and not

as sage-on-stage. Harmer and Strokes (2014) reviewed the benefits and challenges of

Project-Based Learning. The main advantages of PBL, according to Harmer and

Strokes (2014), include improved academic results, the development of broader skills,

increased student motivation and enjoyment, students learning through revision,

enhanced outreach and engagement beyond academia, and advantages for lecturers.

Harmer and Strokes (2014) also outlined some of the predominant challenges of

Project-Based Learning raised in the literature. Some of 8 significant challenges across

the discipline are group work, preference for traditional teaching styles, assessment, the

weight of work for students and teachers, and administrators. Proper planning and

scaffolding are some of the ways cited by Harmer and Strokes (2014) to avoid these

challenges. Another comprehensive review of Project-Based

 23

Learning by Condliffe (2016) focused on the PBL approaches in the K12 settings,

core PBL design principles and implications for the field, and PBL implementation

research.

Moreover, Condliffe (2016) discussed how students develop new skills and

knowledge in PBL K-12 classrooms; PBL promotes the construction of knowledge,

cultivates student engagement, uses scaffolds to guide student learning, encourages

student choice, and supports collaborative learning. Students are expected to

demonstrate their understanding by creating a product that answers the essential

question, provides opportunities for student reflection and teacher feedback, and

presents the product to authentic public audiences. Buck Institute of Education (BEI) is

dedicated to helping teachers use PBL effectively in their classrooms. Buck Institute

for Education created the

―Gold Standard PBL‖; because of the growing popularity of PBL, many teachers

and schools may jump on the PBL bandwagon. Without clear guidance and adequate

preparation, curricular problems will crop up. Poorly designed and implemented PBL

will frustrate students, disappoint teachers, and damage PBL‘s reputation. The ―Gold

Standard PBL‖ has the Essential Project Design Elements with crucial knowledge,

understanding, and success skills at the center of desired goals. The critical knowledge,

understanding, and success skills are; design and plan, align to standards, build the

culture, manage the culture, manage the activities, scaffold student learning, 9 assess

student learning, and engage and coach.

 24

Design and plan are where teachers create or adapt a project for their context and

students and plan implementation from launch to culmination while allowing for some

degree of student voice and choice. Aligning to standards is where teachers use

measures to plan the project and ensure it addresses the critical knowledge and

understanding of subject areas. Building the culture explicitly and implicitly promote

student independence and growth, inquiry, team spirit, and attention to quality and

managing activities to teach teachers and students to organize tasks and schedules and

use resources properly. Scaffolding student learning uses formative and summative

assessments of knowledge, understanding, and success skills, including self and peer

assessments. Engaging and coaching give students a sense of direction, encouragement,

and celebration.

The K to 12 Curriculum considers every aspect of the development of the learners

so that graduates will have a true mastery of essential competencies to better prepare

them for employment, entrepreneurship, middle-level skills, or higher education.

Projectbased learning is an approach that empowers students to build up the 21st-

century capabilities - psychological and socio-emotional abilities - required for

progress (Quint et al., 2018). According to Boss (2012), educators have long seen and

understood the value of projects to help students learn new concepts. Karaman et al.

(2008) describe ProjectBased Learning (PBL) as a model that organizes learning

around projects. Let the learners decide how to face a problem and what activities to

pursue. They gather information from various sources and summarize, analyze, and get

knowledge and skills from it. The involved abilities, such as their learning, are
 25

inherently valuable because it is connected to something real. In the end, students can

let everyone see their newly acquired knowledge and skills.

Tadifa (2015) states that the government is paying attention to the science and

technology field. The Philippine Constitution of 1987 mandates that the government

give entire sustenance to research and projects geared toward developing Science and

Technology. Moreover, Luistro (2015), the reality of the modern world requires a

different kind of Filipino. In short, a Filipino should be globally competitive. The

modern Filipino must possess the vision and skills applicable in the 21st Century. The

K to 12

Curriculum m just focused on the learner‘s acquisition of 21st-century skills,

Department of Education. These skills are innovation skills; information, media, and

technology skills; practical communication skills; and life and career skills. The

students need these skills to succeed in the 21st-century workforce, Partnership for 21st

Century Skills. Fernandez (2002) mentioned that most Philippine families give more

importance to education since they believe it is a way to change the better lifestyle of

their children in the future. Education provides a vital role in attaining an individual's

vision, which is why education institutions in the Philippines continually upgrade the

quality of education. The National Science Teachers Association (NSTA) endorses that

science teachers need to provide instructional materials with a priority on making

observations and evidence as much as the learners' experience in the field to let them
 26

develop a deeper understanding of science content, attitude of a scientist and the skills

of scientific reasoning (NRC,2005).

In his review of the literature, Thomas (2000) noted that no universally accepted

set of practices constituted PBL, nor was there an agreed-upon distinction between

PBL and other student-centered, inquiry-based approaches such as inquiry-based

learning, problem-based learning, place-based learning, and service-learning. 5 In an

attempt to clarify what PBL is (and is not); some PBL researchers and practitioners

offer PBL

―design principles‖ that describe the essential components of a PBL approach. 6

This section presents the design principles suggested by Thomas (2000) and other

principles developed since the publication of his review. Thoroughly reviewed, a PBL

design principle for this paper (Darling-Hammond et al., 2008; Grant, 2002; Krajcik

and Shin, 2014; Larmer and Mergendoller, 2015a; 7 Parker et al., 2011, 2013;8 Ravitz,

2010; Thomas, 2000).The design principles chosen were selected for a review because

they are frequently found in the literature and help illustrate the diversity of PBL

design principles cited in the literature. 9 In keeping with the review criteria, only

design principles published after 2000 are included here. However, it is essential to

note that work published before 2000, as described in Thomas‘s (2000) review, helped

lay the foundation for much of the theory and research described in this manuscript.

Although the PBL design principles reviewed are intended to clarify the meaning of

PBL and help teachers identify the difference between project-based learning and

simply doing projects‖ (Thomas, 2000, p. 2), a review of this literature reveals a
 27

continuing lack of consensus in the field on what must be present in a classroom for it

to be considered a PBL classroom. While there are some benefits to the dynamic and

adaptable nature of the PBL concept, the lack of clear and defining features presents

drawbacks for the research and practitioner communities. The following paragraphs

provide a summary of PBL design principles, with particular attention paid to the areas

of curriculum, instruction, and assessment. A section concludes with a discussion of the

positive and negative implications of a lack of agreement in the field on what it means

to do PBL. Here, we can theoretically implement the PBL in any subject area. As a

result, Project-Based Learning design principles do not communicate specific

disciplinary concepts and practices.

However, some Project- Based Learning scholars set guidelines for the possible

questions and topics that a student should face, as well as the relationship between the

Project-Based Learning approach and other curricula and pedagogy featured in

the course

(Darling-Hammond et al., 2008; Krajcik and Shin, 2014; Larmer and

Mergendoller, 2015a; Parker et al., 2011, 2013; Thomas, 2000): What clearly

distinguishes ProjectBased Learning from other instructional style is that projects are

not the culmination of learning, but instead are the process through which learning

takes place. For example, Parker and colleagues (2013) argued that projects must be the

―spine of the course‖ and should be thought of as the ―main course, not the

dessert‖ (p. 1432). With one exception (Grant, 2002), all other design principles
 28

reviewed here relate to students conducting indepth or extended investigations, which

require much time.

Ravitz (2010) specified that PBL instruction should ―occur over an extended

period‖ (p. 293). Most PBL advocates would likely agree that a relatively short PBL

unit as part of a traditionally taught, the teacher-directed course is not truly PBL. Since

PBL requires significant shifts from traditional modes of instruction, it is not surprising

that the sets of design principles addressed in the literature discuss the issue of how

students develop new skills and knowledge. Moreover, it is practical to note that the

PBL models reviewed here do not offer a uniform vision of how new learning takes

place in the PBL classroom environment. Design principles highlight several strategies

teachers can use to cultivate students ‘engagement from the start of a project.Krajcik

and Shin (2014) noted that the driving question of a PBL approach supports students

‘engagement in project activities.

In Parker and colleagues ‘(2013) PBL units, students take on roles in the project,

for example, a congressperson who needs to move their legislative agenda forward

before the teacher initiates the ―telling. ‖ This ―telling‖ refers to the delivery of the

background knowledge necessary for students to engage in the work and fulfill their

project roles.

Parker and colleagues described why fostering a ―need to know,‖ by defining a

student‘s role in the project before the delivery of pertinent information or content is
 29

essential for student learning: The purpose of this sequencing is to create a readiness

(ideally, an eagerness) for telling so that the information students gain from it, whether

through textbook reading or listening to a lecture, is needed for making progress on the

project and constructing a practical understanding. (p. 1433) Parker et al. (2013) noted

that this emphasis on creating a ―need to know‖ through project initiation at the start

of the learning process is a reversal from the sequencing of traditional instruction.

Although Darling-Hammond and colleagues (2008) did not list collaborative learning

as a design principle for inquiry-based approaches like PBL, the lead author did note

that opportunities for collaboration do support students ‘capacity to ―engage in

meaningful learning that will allow them to manage the fast-changing, knowledge-

based society of the twenty-first century‖ (Darling-Hammond, 2008b, p. 196). Like the

issue of student voice and choice, the issue of collaborative learning in a PBL

classroom is understudied in the PBL literature. Design principles do not consistently

clarify whether and how collaborative learning might look different in a PBL

classroom than in a more traditional setting.

Here, Project Based Learning inside the classroom is flexible and engages

instruction inside the school to create and design new lessons or improve lessons

teachers had yesterday. Some teachers use PBL for many reasons, including increased

student engagement, possibilities for teaching and assessing multiple skills, and

possibilities for differentiation. It can help many students, especially by connecting

what they do in reallife scenarios. PBL inside the classroom help students strengthens
 30

their teamwork, communication, and research skills. It also helps critically grind their

thinking and solve problems with essential skills for lifelong learning.

Importance of PBL in the learning process

Closely related to authentic learning, project-based learning experiences are often

designed to address real-world problems and issues, requiring students to investigate

and analyze their ambiguities. For this reason, project-based learning can also be called

inquiry-based learning or learning by doing since the learning process is natural to the

knowledge and skills that the students may obtain. Students may also produce work

that integrates multiple academic achievements and skills in the subject area. Here,

even if the project is assigned in a science course, students may be given to read and

write sincerely; about local research and history using texts, news stories, photos, and

public records; conduct and record first-hand scientific observations that include the

analysis and tabulation of data.

Moreover, Project-Based learning, students are usually given a general question,

a concrete problem to solve, or an in-depth issue to explore. Teachers may encourage

students to choose specific topics that interest or inspire them, such as projects related

to their involvement interests in their careers. In contrast, another student may choose

to research health concerns related to specific food items served in the canteen or food

establishments and then create a video or infographics to show awareness among

students and teachers in school. In public schools, the projects, including the work
 31

products created by students and the assessments they complete, will be based on the

state of learning standards that apply to other methods of instruction. While students

work on a project, teachers will assess student learning progress— including the

achievement of specific learning standards—using various ways, such as portfolios,

demonstrations of understanding, or rubrics. While the learning process may be more

student-centered than traditional learning experiences, such as lectures or quizzes,

teachers still provide ongoing instruction, guidance, and academic support to students.

In many cases, adult mentors, advisers, or experts from the local community—

such as scientists, elected officials, or business leaders—may be involved in the design

of project-based experiences, mentor students throughout the process, or participate in

panels that review and evaluate the final projects in collaboration with teachers. The

PBL method is a methodological alternative that involves direct contact with the object

of study and ends with the realization of a work project by the students initially

proposed by the teacher (Bell, 2010), applying knowledge and skills, and developing an

attitude of commitment (Sánchez, 2018). To do this, students analyze the topic raised,

think about it, organize themselves, search for information, work as a team and make

decisions. It is, therefore, intended to promote knowledge of the contents and the

management of skills and attitudes, learning to mobilize those resources in situations

and solve problems (Perrenoud, 2008). The experience carried out requires students to

face real-life problem statements through activities that suit their interests (Krajcik and

Blumenfeld, 2006), find and use tools to address them, and act collaboratively to
 32

propose solutions through an action plan (Barret, 2005; Bender, 2012; Blumenfeld et

al., 1991). Traditional training models are based on the premise that students have to

know the content to apply it to solving a problem. The PBL reverses this order and

considers that students obtain the knowledge while solving a problem (Jonassen, 2011),

an aspect that results in a higher quality of the information they handle to solve it since

it is shared, discussed, and applied in a concrete situation (Thomas, 2000).

Thus, through PBL, students plan, discuss, and implement projects that have

realworld impact and are significant to them (Blank, 1997; Dickinson et al., 1998).

They implement skills for managing interpersonal and team relationships, the teacher

acting as a guide and counselor during the learning process (Kolmos, 2012; Thomas,

2000). This allows students to think about their proposals, develop them, and become

aware of the process and everything it implies beyond the results achieved (Brundiers

and Wiek, 2013; García et al., 2010). In this way, the acquisition of social skills,

empathetic behavior, dialog, and listening (Belland et al., 2006), and the development

of critical and reflective thinking (Mergendoller et al., 2006) is favored by activating

competencies such as collaboration, decision-making, organization and group

responsibility (Blank, 1997; Dickinson et al., 1998), contributing to the development of

a more motivating and participatory learning climate (Lima et al., 2007). This

methodological aspect requires, in parallel, the review of the evaluation systems; it

appears necessary to leave behind the traditional cumulative models to introduce a new

model of more formative, shared, and authentic evaluation that can guarantee a greater
 33

involvement of the students in the development of their and their peer‘s learning

process (Brown and Race, 2013). An authentic evaluation offers the students

opportunities to learn through the evaluation process planned and directed by the

teacher. When the evaluation system is carefully designed to articulate the learning

results that are expected to be achieved, it is possible to obtain benefits in terms of

greater participation. It helps students develop their knowledge, skills, and attitudes

(Brown, 2015).

Here, Project-based learning is an instructional methodology encouraging

students to learn by applying knowledge and skills through an engaging experience. It

can help students learn by allowing them to collaborate or drive their learning. It also

teaches learners skills such as problem-solving and helps hammer out additional built-

in skills for their future, like critical thinking and time management.

Challenges in the teaching-learning process in the New Normal

A study that investigates teachers' stress when utilizing technology also depicts

the increase in anxiety teachers are susceptible to knowing the new learning approach

online. Studies show that many teachers are not the "Millennials." "Teachers are not

trained to teach virtually, so blended learning is not their teaching platform. Thus, the

stress causes and manifestation in public schools teachers in secondary. A work-

fromhome in India showed that teachers must commit to the new process of education,
 34

which makes them incapable of prioritizing their mental health (Pajarianto et al., 2020).

A study on the stress state of teachers and students in Stockholm, Sweden, revealed

that any sudden change in the learning environment causes even depression across

teachers. It is particularly among the officials of institutions (Ramberg, 2019). Probably

9 out of 10 teachers feel incredibly stressed and unease by following the schedule

shifting caused by the pandemic. In addition, the survey report also revealed that 81%

of the educators who were respondents in the study put in more than 12 hours a day to

finish the teachers' responsibilities, according to Schaffhauser 2020. UNICEF (2020)

recently published a forthcoming article discussing the adjustments teachers and

learners are undertaking given the pandemic. Experiment. Education and Health are

two major concerns in critical ideas that must not overlap. The University of

Pennsylvania (2016) the study showed that stress levels might negatively affect

teachers' efficacy and ability to educate students properly. Teachers' anger management

and procrastination are mental and emotional stress. According to a report, teachers in

the new standard must employ new practices and forms of management professionally

and emotionally to adapt to the virus outbreak changes fully. According to Wyman,

2020 the information gives an organized timeline for a response management team,

such as guidance, using technology, and making recreational activities (digital). The

wallop of the virus pandemic on the general population showed that educators are the

most implicated in the most affected population. Aside from stress, trauma is also a

prevalent mental disruption brought by the virus, so we must be careful in vesture on

online classes, which must be applied (U.T. Research Showcase, 2020). The break
 35

among elementary, middle school, and secondary teachers in the galactic government-

funded educational system. They reacted to another survey that evaluated every

teacher's part and positions, including segment factors, the atmosphere, the pressure in

work, the disappointment, the mental impacts of burnout, and related indications. It

showed a wide variety in the level of exhaust teachers' experience. No distinctions were

found between helplessness and burnout because of segment factors, for example, age,

sex, grade level, subject education, or pro-long the involvement. (Hock, 1988). A

survey of school factors related to teachers' burnout shows the hierarchical qualities of

those schools wherein most educators announced significant exhaust levels (high-

burnout schools) and schools in which most teachers detailed low burnout stories (low-

burnout schools) were distinguished and thought. The detection in this investigation

showed that four significant school culture factors add to educator burnout, the drive

toward quantifiable accomplishment conduct forced on teachers by school

organization, absence of trust in teachers' expert ampleness, encircling school culture,

and upsetting actual climate. the age, the sex, the level of schooling, and some years in

instruction are the factors connected with high and low exhausting degrees (Friedman,

2010). According to sources of stress and burnout, inspected indications in 51 rustics

and 46 metropolitan auxiliary teachers from 11 Georgia and North Carolina educational

systems. Sophisticated teachers experienced more pressure from helpless working

conditions and weak staff relations than rustic teachers. Time pressures were bolder

than stress from vulnerable working conditions and staff relations. Helpless working

hours and time pressures anticipated burnout for rustic teachers, and student mischief
 36

and weak working conditions anticipated burnout for urban teachers. Teachers over the

world are isolated from their understudies just as their conjugates. One known reason

for teacher burnout is the feeling of disconnection and dejection that may emerge from

this current condition. According to Christina Maslach, burnout is "a disorder of

fatigue, depersonalization, and diminished individual achievement that can happen

among the people who do what we called 'human work.' It reacts to the persistent,

passionate strain of managing others when they are having issues, separation, and

different reasons for burnout adjusted to current COVID-19 issues and incorporates

sensations of inefficacy and an absence of control. Educators are learning new stages

for instructing - Zoom, Canvas, Google Classroom - however, they should likewise

plan this new figuring out how to guarantee that understudies generally worried about

GPAs keep on getting simple input on their realizing that the most social understudies

have occasions to share their contemplations and take part in genuine and significant

conversation just as community work in a virtual space, and that they utilize best pieces

on including socially responsive educating and establish a safe web-based learning

climate (Hart, 2020).

The COVID-19 pandemic has created unexampled challenges physically,

socially, emotionally, and politically across the globe. And it has a product in the

educational crisis most schools face today. About 86% of the student population was

affected during lockdowns and quarantines, and 1.52 billion learners were out of school

(UNESCO Learning Portal, 2020). The uncertainty and volatility of COVID19 left the
 37

education system in a rush to address the changing learning. The disturbance of

COVID-19 in the educational system is of great magnitude that with schools must

cope. In dealing with the effects of COVID-19 in education, most institutions demand a

variety of points of view among school partners. Making sure that the administration

needs to secure the consultation among stakeholders who gives support to the teaching-

learning processes, the students are the main character, the teachers provide learning

and play a vital role to the students, and the parents and guardians also have a

responsibility to the learning continuity, the community, and other external partners

who give their moral support to the teachers and learners. These complicated identities

show that an institution has many school partners (Illanes et al., 2020; Smalley, 2020).

In the context of the situation today, schools must understand and identify the terms

(medium and long term) implications of this situation pandemic brings on teaching,

learning, student experience, and staff. Analyzing the situation and understanding the

context of each school are necessary for the challenges they are faced with (Frankki et

al., 2020). Schools have to be flexible in times of crisis. Resiliency in the system is a

way to overcome these challenges of all kinds– the trauma, the tragedy, the crises, and

getting back together and powerful (Henderson, 2012). After this crisis, schools

developed a new normal and should prepare a plan for dealing with it. The Department

of education addresses teaching and learning continuity amid and beyond the

pandemic.The teachinglearning process assumes a different shape in times of crisis.

Schools and colleges must be resilient when disasters and crises occur and find new

ways to continue the activities despite the pandemic (Chang-Richards et al., 2013). One
 38

emerging reality resulting from the world health crisis is the migration to online

learning modalities to mitigate the risk of face-to-face interaction. Due to the

pandemic, schools must have a new approach brought by pandemics, from face-to-face

delivery to online modality. In the Philippines, most the schools use an Online-

Learning approach wherein students have a synchronous and asynchronous class, but

this sudden shift in learning approach gives problems to the students, especially those

who do have not an internet connection and don't have gadgets to be used due to the

financial problem, the gap between those with connectivity and those without widened.

The continuing academic engagement has challenged teachers and students due to

access and internet connectivity. Due to the limitation on connectivity, flexible learning

emerged as an option for online learning, especially in higher institutions in the

Philippines. Flexible learning focuses on giving students a choice in the pace, place,

and mode of learning that can promote through appropriate pedagogical practice

(Gordon, 2014). The learners are provided with the option of how they will continue

with/her studies, where and when they can proceed, and in what ways they can comply

with the requirements and show evidence of learning results. Flexible learning and

teaching approaches can meet diverse learners' varied needs. These include

―independence in terms of time and location of learning, the availability of some

degree of choice in the curriculum, and the use of current information and

communication technologies to support a range of learning strategies(Alexander,

2010). The curriculum pertains to the curricular programs, the teaching, and learning

design, learning resources as assessment, and the teaching and learning environment.
 39

Adjustment in the types of assessment measures is a major factor amid the pandemic. A

requirement limit is needed and should focus more on the essential projects that

measure the learning outcomes, like problem-based activities and capstone projects.

Authentic assessments have to be strengthened to ensure that the learners acquire

competencies. In modifying the curriculum amid the pandemic, we must remember

what the learners need; therefore, as a teacher, you must know the different learning

styles that the learners have to give them a detailed assessment. This pandemic brought

life challenges to the teachers considering that teachers need to achieve the intended

outcomes of the curriculum, and the learners' engagement in this situation needs to be

considered in the context of flexibility. It is about designing and developing productive

learning experiences so that each learner is exposed to most of the learning

opportunities. Teachers must consider flexible distant learning options like module-

based learning, online learning, project based-learning, and television broadcast since

face-to-face learning is not practical in this pandemic, and collaborative learning may

be considered. In fear of spreading the virus, most institutions can follow to close their

schools (UNESCO, 2020). This study intends The teaching-learning process amidst the

pandemic has been a challenge to the teachers because they need to give relief on the

impact of the sudden closure of schools for the continuity of the learning among the

learners and will give their perspective consideration (Edizon, 2020; Hijazi, 2020;

UNESCO, 2020). With this, the teachers' point of view is equally as important as the

students since they are the ones who provide and sustain the learning process for the

learners. Teachers should face these challenges to facilitate learning, differentiation,

 40

and learner-centeredness(Chi-Kin Lee, 2020; Edizon, 2020; Hijazi, 2020). Electronic

learning tools have played an important role in this time of the pandemic, helping

schools to facilitate students' learning during the closure (Subedi et al., 2020).

Adapting to the new changes, teachers and student readiness needs to be gauged and

supported accordingly. As schools experience the unexpected riffle effect brought by a

pandemic. Student assessments are carried out online, with many trial and error,

uncertainty, and confusion among the teachers, students, and parents. The approach

adopted to conduct online examinations varies as on the convenience and expertise

among the educators and the compatibility of the learners. Due to the large student

population, appropriate measures to check plagiarism are yet to be implemented in

many schools and institutions. In a long time of lockdown, postponement of the entire

examination assessment might be a bitter possibility, according to United Nations,

2020. Time in school also raises skills like social and awareness for the children. The

impact of the economic, social, and psychological on the life of students while they are

away from the normal school schedule. Students have now done online classes, having

additional time on virtual platforms, which have left children vulnerable to online

exploitation. Increased and unstructured time spent online learning has exposed

children to potentially harmful and violent content and has a higher risk of bullying.

Closures of schools and strict measures mean more families have been relying on

technology to keep children engaged in learning, entertained, and connected to the

outside world, but not all children have the given knowledge, skills, and resources to

make themselves safe in doing online. In online learning, most students are from rural
 41

areas where parents are mostly illiterate. Students are engaged in assisting parents in

farm activities such as agriculture, tending to cattle, and other household things.

Parents whose children are in lower years feel it would be better to let them repeat the

next academic year. Most students do not have access to basic smartphones or T.V. at

home and have poor Internet connectivity. A huge population has no or less income

due to closing businesses and some offices. The data package (costs) is so high against

the average income earned, and continuous access to the Internet is a costly business

for the farming community.

With this, we are living amidst what is potentially one of the greatest threats in

our lifetime to global education, a gigantic education crisis. It is a big challenge for

learners and teachers to deal with in the teaching-learning process during the pandemic.

Students are used to learning at school, face-to-face with teachers in delivering lessons.

Therefore, the learners grasp the task of the day. Changes arise because COVID-19

pandemic, in which learners remain at home to prepare for their studies with the aid of

their learning facilitators. The changes that are taking place impact the delivery of the

lesson. Teachers cannot teach the class how they used to prepare the tasks. Some of the

parents prefer written modules as an effective way of learning. Teachers' function is

typically limited to planning modules, distributing and retrieving modules, answering

parents' questions, and correcting learners' responses. Based on these, it was evident

that there was no contact with the learners.

Without a teacher, the learners study their lessons all by themselves.

 42

PBL concerning the Students' Performance.

Research findings indicate that project-based learning can improve academic

outcomes for pre-kindergarten to 12th-grade students. For example, in other studies,

students who participated in a project-based learning program performed better than

traditionally taught peers in content knowledge and understanding. These findings were

consistent for learners at altered levels of achievement and ability. There is also proof

that project-based learning can improve students ‘ability to transfer knowledge to new

situations. Most studies are in social studies and science, but there is some initial

evidence to show its success in math. Project-based learning offers students mass

benefits that extend beyond students' achievement. Also, research shows the potential

of projectbased learning to support students’ identity development as they navigate a

project environment that calls for autonomy and collaborative work. Students working

together in a team can increase their collaboration skills, which is essential for

professional employment.

In science, student achievement seemed stagnant, and disengagement was

noticeable in the science classroom compared to other subjects such as math. Research

on the effect of project-based learning is favorable in both the achievement and

affective domains. Two sets of teachers, two from the high SES and four from the low

SES, and a subset of their students participated in finding out if there is a significant

difference between the two groups in terms of their academic achievement in social

studies and content literacy it is according to the survey conducted by (Halvorsen,

 43

Brugar, Block, Strachan, Berka, and Brown, 2014),. The researchers used two project-

based learning units on the state’s economics, civics, and government standards. The

researchers used a formative experiment approach, and the data were both quantitative

and quantitative.

Here, Project-Based-Learning shows that it has substantial effects on students'

academic performance, and it shows that Project-Based Learning as a teaching and

learning technique could improve students' performance in science; when the teacher

expands the teaching methodology in a science class will impact learner achievement.

Researchers’ view about PBL

Project-Based Learning (PBL) is a model for a classroom activity that differs

significantly from the usual teacher-centered classroom practices. ProjectBased

Learning 6 activities are long-term, interdisciplinary, student-centered, and integrated

with real-world issues and problem-solving. This method fosters abstract tasks to

explore and solve complex problems (Condliffe, 2016; Iwamoto et al., 2016; Harmer &

Strokes, 2014; Harmer & Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000;

Katz & Chard, 1992;). It promotes understanding the underlying concepts rather than

just practicing rote memory skills. The projectbased learning approach uses projects to

encourage student motivation and provide means for demonstrating and explaining
 44

what they have learned. In PBL, the students explore, make judgments, interpret, and

synthesize information in meaningful and creative ways. Project-Based Learning is a

good resort in honing the 21st-century skills of the students (Educational Technology

Division, Malaysia, 2006). Ravitz, Hixson, English, & Mergendoller (2012) defined

21st Century skills as productivity and accountability, social and cross-cultural skills,

the creativity, the innovation, critical thinking, the problem solving, the communication

and collaboration, information, communication and technology literacy, flexibility and

adaptability, initiative and self-direction, and leadership and responsibility.

ProjectBased learning promotes learning that results from the demonstration of

performance where the students will use the knowledge and skills they acquired.

According to Harmer and Strokes (2014), PBL has key features which distinguish

learning by doing, the role of the facilitator, interdisciplinary, collaboration in the

group work, and a product. The genesis of PBL is inquiry, where children pursue

knowledge by asking questions that trigger their natural curiosity (Bell, 2010). Recent

studies are emphasizing the benefits of PBL; increased academic achievement,

augmented application and retention of information, critical thinking, seven

communications, and collaboration (Condliffe, 2016; Iwamoto et al., 2016; Harmer &

Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000; Katz & Chard, 1992;) But

what is and is not a PBL project? Project is a common tradition across the different

subject areas. However, there are specific criteria that have to be present in a project to

be considered PBL. Thomas (2000), in his article ―A Review of Research on Project-

Based Learning states the five criteria of a PBL project. Project-Based Learning
 45

projects are central and not peripheral to the curriculum; projects are centered on a

question to the students that drive them to encounter the central concept of the

curriculum of projects and disciplines involving students in a constructive

investigation, and projects are student-driven to some significant degree, and projects

are realistic and not school-like. After Thomas (2000) created his comprehensive

review of the Project-Based Learning approach, his work became the most cited article

on PBL research.

Aligning to standards is where teachers use measures to plan the project and

ensure it addresses the critical knowledge and understanding of subject areas. Building

the culture explicitly and implicitly promote student independence and growth, inquiry,

team spirit, and attention to quality and managing activities to teach teachers and

students to organize tasks and schedules and use resources properly. Scaffolding

student learning uses formative and summative assessments of knowledge,

understanding, and success skills, including self and peer assessments. Engaging and

coaching give students a sense of direction, encouragement, and celebration.

Synthesis

The initial concepts and studies enrich the present investigation in terms of the

different ideas and views, which are somewhat related to the concern of the survey

since it focused on the Project-Based Learning: A Means in Enhancing Academic

performance of Grade 7 students in science. Project-Based Learning is an approach

 46

built upon learning activities and authentic tasks that have brought difficulties for the

students to solve independently. The actions generally reflect the types of learning and

work people do in the everyday world outside the classroom. PBL is usually done by

groups of students working together toward a common goal. Project-Based Learning

taught students not just content but also essential skills in ways students must be able to

function as adults in our society. These skills include communication, organization and

time-management, research and inquiry, self-assessment and reflection, group

participation and leadership skills, and critical thinking development. Performance can

be assessed individually and considers the quality of the outcome produced the depth of

content and understanding shown, and the contributions made to the ongoing project

realization process. ProjectBased Learning allows students to reflect upon their ideas

and opinions and make decisions that affect the project results and, generally, a

learning process—resulting in high-quality, authentic products and presentation.

 47

METHODS

This section deals with the methodology and various steps adopted to collect and

organize data for the study. Research methods: involve research design, research

participants, an instrument used, reliability and validity, data gathering methods, plan

for data analysis, Proposed Innovation, Intervention and Strategy, Research Work plan

and timeline, cost estimates, plan for dissemination and utilization, and ethical

considerations.

Research Design

The study used a non-equivalent pretest-posttest control group design involving

two groups: an experimental group was given an experimental treatment – the PBL

approach. In contrast, the control group was assigned no therapy over the same period

as the conventional approach. Consequently, the researcher used an experimental study.

Both groups underwent the same academic achievement test in science as a pretest

before the testing process to determine the group's performance level. Here, the

academic achievement test was employed as a post-test and administered to both

groups after the experimental procedure to determine the effect of the treatment.

Since the Grade level had three sections and was heterogeneous, the researcher

used the lottery method to have two experimental and control groups with an equal
 48

number of participants. The threat of assignment bias was lessened using pretest. The

pretest scores were analyzed, and if they appeared to be alike before the actual period

of experimentation, the researcher was confident that the two groups were not different.

Thus, bias is minimized but not eliminated. (Gravetter & Forzanpo, 2010).

The researcher's intervention, Project-Based Learning, was carried out only on

the experimental group. The non-equivalent pretest-posttest group design allowed the

researcher to compare the pretest scores of two groups before the study's actual conduct

to ensure that the two groups had identical proportional scores by minimizing the bias.

Here, were going to analyze the experimental and control group post-test scores

to determine the effects of the intervention on both groups (Shuttleworth, 2008).

Participants

The study participants are the Grade 7 junior high school students of Manapla

NHSPurisima Extension at Brgy. Purisima, Manapla, Negros Occidental S.Y.

20212022. The participants were at the same level. Three sections in Grade 7 had a

total population of one hundred seven (104) students, categorized heterogeneously. Out

of the sample, Group 1 was assigned to an experimental group (n=35), while the other

group, Group 2, formed the study's control group (n=35). All the students in the group

took the pre-test and compared it with the post-test to determine students' performance.

Table 1

Distribution of Participants
 49

Groups N Percentage

Experimental group 35 50 %

Control group 35 50 %

Total 70 100 %

Grade 7 had three sections with a total of 104 students. Among these three

sections, the researcher chose only two sections with equal number of students who

would participate in the study.

Validity

Validity is how an instrument measures what is supposed to measure and perform

as it is designed to perform. It is rare, if nearly impossible, for a tool to be 100% valid,

so validity is generally measured in degree. Validation involves gathering and

analyzing data to assess the accuracy of an instrument in the process. Numerous

statistical tests and measures to evaluate the validity of quantitative tools generally

involve pilot testing (Denzin & Lincon, 2005). To get the result, the researcher

presented the test instrument to the adviser and then let the three chosen expert jurors

prominent in the field of science. The juror was a Master of Education in Science, and

each expert was given a validation request attached to a validation rating sheet with

statements sourced from the criteria developed for evaluating survey questionnaires

designed by Good and Scates (1972). The scales used for rating by the evaluators are as

follows: 5 for strongly agree, 4 for agree, 3 for undecided, 2 for disagree, and 1 for
 50

strongly disagree. The basis in scaling for interpretation purposes is the highest score

minus the lowest score divided by the desired number of categories. In this category are

4, which are as follows: very good, good, poor, and very poor. The highest possible

score is five, and the lowest is 1. The range, therefore, is 1.00 for every scale.

Recommendations and suggestions for improvement are taken into consideration by the

researcher.

Reliability

Reliability refers to how test scores are free from a measurement of error (Cohen,

2007). In addition, it is a measure of stability or internal consistency of an instrument in

measuring certain concepts (Muijis, 2011).

To find out the reliability index of the instrument, the researcher used thirty (30)

Grade 7-Aster students of Manapla NHS-Purisima Extension as dry-run respondents.

The researcher administered the test once.Following the steps to observe in solving the

reliability index, the researcher divided the test into halves by assigning odd-numbered

items to one half of the test and even-numbered articles to the other half. It is called

oddeven reliability. Second, the researcher solved the correlation of scores between the

two halves using the Pearson r formula. Then, the researcher used the Spearman-

Brown formula to test the instrument's reliability. In statistics, the possible degree of

relationship between two variables can be numerically determined, and the numerical

value of the relationship interpreted in some sense. This relationship between two
 51

variables is known as the Pearson Product Moment Coefficient of Correlation (Mamhot

et al., 2013). To be reliable, the test's value must be from 0.70-to 1.00.

The reliability of the research instrument for Project-Based Learning: An Aid to

Enhancing Students’ Performance of Grade 7 in science was conducted at Manapla

National High School-Purisima Extension with 30 participants from Grade 7. The

researcher computed a Pearson correlation to assess the test-retest reliability of the

research instrument. The results of 40- the item questionnaire were 0.866, which

indicates that the research instrument obtained a Good reliability result.

Instrument

According to Arikunto (1997: 225 – 235), a research instrument is a tool when

the researcher uses a method so that instrument is needed to get the data from a

researcher. In this study, research instrument refers to any equipment used to collect the

data (Arikunto, 2010:262). In quasi-experimental research, the tool used is a teacher-

made pretestposttest material. The teacher himself makes teacher-made tests to

measure the achievement of his pupil from time to time (Athiranandan, 2019).

According to Ary et al. (2006:201), a set of stimuli is presented to the individual to

elicit responses based on which a numerical score will be used. Here, there are two

kinds of tests that; the researcher should do: pretest and posttest.

The researcher used a teacher-made test as a tool to gather the data. The input was

modified from Science Modules of DepEd K-12 Science Curriculum as the basis for

the questionnaire. The questionnaire prepared by the researcher covered all the lessons
 52

in the Second Quarter: The Microscope, The Cell, The Asexual and Sexual

Reproduction, and the Ecosystem for two groups, the experimental and the control

group and was strictly aligned to the learning competencies in the previous quarter. A

total of 40 items in a multiple-choice format with an attached Table of Specification

(TOS) was used. The items were content validated by one Doctor of Philosophy in

Science and two Med Natural Science graduates. The adapted articles fit the processes

in the PBL and lectures on the topic. The teacher-made test was composed of four parts

(4) these are as follows: Part I. In this part, a multiple-choice test comprised ten items

about the topic of microscopes.

Part 2. In this part, another multiple-choice test was used with ten numbers about

the topic Cell.

Part 3. In this part, the researcher used a Multiple-choice type of test with ten

numbers on the topic of Sexual and Asexual Reproduction

Part.4 The last part has another multiple-choice type of test which consists of 10

items that were all about the Ecosystem.

Data Gathering Procedure

After the validity and reliability of the research instrument were ready for

distribution, the researcher sought the approval of the Principal of Manapla

NHSPurisima Extension to conduct the quasi-experimental study. After the permission

 53

was granted, the researcher completed the survey of her respondents. The researcher

gave a teacher-made test for pre-test, and post-test was given to both the control and

experimental groups on the first days of the Second Quarter. It is necessary, claims

Shuttleworth (2009), to analyze first the pre-test results of the two groups to ensure that

both have an approximate level of knowledge.

Students under the control group had their regular schedule, 1:00-2:00 PM, which

was reflected on their Weekly Home Learning Plan (WHLP). The experimental group

was required to do the tasks and consulted their outputs with their teacher during a

period. Here, both groups were unaware that they were part of the experiment. Before

conducting the study, the researcher created separate chat groups for each group of

participants wherein she could monitor their attendance in every activity. The

researcher ensured they were all included in the chat group with no students left

behind. After all the tests were conducted on the participants, the researcher proceeded

to analyze the data with the assistance of the statistician. Here, a researcher used a

statistical table to summarize findings parallel with the study's objectives.

Statistical Treatment

Based on the research objectives, this study employed the following procedure for

data analysis.
 54

1. In Problem 1 which aimed to determine the pre-test and post-test scores

between the control and experimental group, mean and standard deviation were used.

2. Problem 2, which aimed to determine a significant difference in the

pretest and post-test scores between the experimental and control group, paired t-test

was used.

3. Problem 3, which aims to determine a significant difference in the post-

test scores between the experimental and control groups, paired t-test was used.

Innovation, Intervention, and Strategy

Intervention is program elements or techniques designed to produce behavior

changes or improve education status among individuals or students. Intervention may

include educational programs, new or more robust policies, environmental

improvements, or a health promotion campaign. Interventions that include multiple

strategies are typically the most effective in producing desired and lasting change.

This section discusses the independent and the dependent variables significant in

this study. The independent variables include the two kinds of instruction: the

traditional modular approach in the control group and the experimental group's Project-
 55

Based Learning (PBL) Activities. On the other hand, the dependent variable presents

the effects of these two instructions in both the control and experimental groups. Both

groups will undergo a pre-test administered by the researcher at the start of the second

quarter. Before conducting the study, the researcher shall secure a waiver that permits

students to serve as participants. After gathering the pre-test result, the researcher will

conduct a series of activities during the intervention period, comprising two months of

monitoring and facilitating students ‘progress in the experimental group. In contrast,

the control group will continue to take the traditional modular approach. Furthermore,

the researcher makes sure that the participants are unaware that they are being

experimented on. The experimental group will be exposed to project-based learning

activities in this study. Instruction, the activities are based on student learning goals,

specifically on developing standard-based content, critical and creative thinking, and

problem solving.

During the intervention, students will do the Project-Based Learning Activities in

the list below: Intervention Notebook, 3-Dimensional Model, Infographics, and

Diorama. The first activity is Interactive Notebook which refers to an instructional

strategy that allows students to organize systematically the information distributed by

the teacher and create a helpful learning tool filled with huddle materials of subject

content. Next is 3-Dimensional, another strategy wherein students can create a real-

world concept, be creative, and discover new skills. Third, Infographics refer to visual

representations of information or knowledge intended to present what he learned from

the lesson. Lastly is the Diorama, a strategy where graphical pictures of a place,
 56

concept, scene, or idea are shown and let students create their display. In this research,

the teacher was a facilitator that guided them throughout the activity motivator

encouraged students to build a connection with one another. On the other hand, the

control group will undergo the traditional method of modular instruction in which the

teacher will only provide formative assessments such as quizzes, individual tasks, and

summative tests. The effects of this twin method of instructions- the PBL activities for

the experimental group and Project-Based Learning, as a strategy, will be employed to

enhance students performance in Science 7. The participants will have been given

enough time to make an output after the necessary skills are taught.

Plan for dissemination and Utilization

Science teachers will use the possible findings of this study as the basis to

increase their MPS every year. Likewise, they will utilize the study's findings in

formulating interventions to enhance students' performance in science. Finally, the

researcher will disseminate the findings of this study to other educators and researchers

during the research forum in the school.

Ethical Considerations

Given the fact that the Grade 7 students were children and considered to be

protected by the Child Protection Policy in the Philippines, the researcher observed
 57

utmost care and very cognizant of ethical considerations in all phases of the conduct of

the study.

Before administering the instrument, the researcher will obtain permission to

conduct the study from the Office of the School Principal and class advisers of Grade 7

students. Likewise, the researcher will secure parental consent from the participants'

parents before they are permitted to answer the questionnaire. The researcher will treat

all data gathered in this study with utmost confidentiality and anonymity and if students

should ask data regarding the result of this study, they would be accommodated and be

given precise information.

RESULTS AND DISCUSSION

This section presents the data, analysis, and interpretation of the test conducted on

grade 7 students of Manapla NHS-Purisima Extension, Negros Occidental. It also

provides implications and links to related studies that support/deviate from the present

study's findings.
 58

A paired sample t-test was used to analyze the research problems presented in the

Introduction.

Table No. 1 deals with the pre-test and post-test scores between Control Group

and Experimental Group. Table 1 shows the level of test scores of the control group

using the Traditional Modular Approach and the test scores of the Experimental group

project- Based Learning. Results showed that pre-test (M = 10.26, SD = 2.68) and

posttest (M = 14.29, SD = 4.13) scores of the control group using the Traditional

Modular Approach were both low. These results indicate that the performance of

students in science using the Traditional Modular Approach was almost the same at

thesatisfactory level. It also suggests that Traditional Modular Approach provides

students with the same learning experiences and outcomes. In other words, this

approach has no effect on students’ performance in science during the period of the

conduct of the study.

According to Naboya (2019), the learner encourages constructive engagement in

modules. The modular approach to education is based on the truth that learning is at its

very best when it requires involvement in and control of the learning process.

Malik S.K. (2016) said that the Modular teaching approach is an expansion and

advanced shape of programmed instruction/learning. The trend of using modules as the

teaching-learning method is getting to be very popular in later times. In this approach,

 59

the instructor uses teaching modules arranged for particular purposes instep of

traditional reading material—module as a unit of instructing activity and learning

communicated as an approximate number of hours of study. The module will be self-

contained, although certain combinations of modules may represent a progression

through the educational programs. This change is because learning speculations have

moved from a stimulus response point to information processing in almost the last

decade. It helps students in understanding complex and challenging concepts. The shift

has moved from a conventional instructing approach to measured teaching in the

educational setting.

Here, the result of the Experimental group in the pre-test (M=10.63, SD=4.10)

and post-test (M=16.23, SD=5.49) scores experimental group using Project-Based

Learning has a difference. The results indicated that students' performance in science

using ProjectBased Learning has slightly increased from low to average. In other

words, Project-Based

Learning has less impact on students’ performance in science during the period of

the conduct of the study.

Project-based learning has changed into online project-based learning because of

the Covid-19 pandemic. The motivation of students plays a vital role in education.

Handson activities in practical work with the teacher as a facilitator can create a
 60

learning environment that motivates students to learn and collaborate with other

students in tasks with more complex cognitive levels.

PBL is carried out online because students could not meet one another due to the

Covid-19 pandemic. PBL has some characteristics, there are guiding the students to

investigate essential ideas with the investigation process based on the students’ needs,

and the result from the project is individual or group work (Paristiowati et al., 2017)

Home Learning did not result in the same teaching and learning experiences for

teachers and students as before the pandemic (Kraft and Simon, 2020)

In Project-Based Learning, the teacher plays the role of a facilitator by promoting

the students’ knowledge development, helping them frame compelling questions,

structuring tasks that address these questions, assessing what students have learned

from the project, and coaching the interpersonal skills they display throughout the

project’s process. Implementing PBL entails designing experiential learning activities

that engage students’ interests and cultivate their cognitive abilities while providing

them with realworld experiences. (Han et al., 2016)

Table 1

Pre-test and post-test scores of students in the control and experimental group

Approach Test Mean SD

Pre- 10.26 2.68
Traditional
test
Modular
Posttes 14.29 4.13
Approach
t

Pre- 10.63 4.10

Project- test
Based Learning Posttes 16.23 5.49
t
 61

Table No. 2, which determined the significant relationship between the Pretest

and Post-test of the Grade 7 students in Control Group and Experimental Group, the

Paired sample t-test was employed.

Table 2 shows the difference between the Pretest and Posttest of the Controlled

Group and the Experimental Group. Results show that students’ performance in

Control Group based on the Pretest and Posttest test scores differ significantly. It

means that the performance of students in science differ from one another even though

there is only a minor improvement in their performances using this approach. It simply

tells that students' performance in science before and after the intervention using the

Traditional Modular Approach increases. However, this increase did not make any

remarkable changes in their performance in science since it is minimal.

Using the traditional modular approach in this pandemic has more advantages and

disadvantages. The use of modules advocates self-directed learning. Using a modular

learning approach leads to better self-study or learning skills. The idea presented in the

modules engages students in education. This provided the development of a sense of

responsibility among students. And they progressed on their own. They learn to learn;

they are empowered; this is according to Nardo M.T.B, 2017

Using the modular approach has its disadvantage. It says that the presence of the

teachers and their classmates is highly encouraged to remind them of their assignments,
 62

and the chances of getting distracted and losing track of deadlines are high, according

to Bijeesh (2017). The study of Dangle and Sumaoang (2020) revealed the key

challenges that emerged in the implementation of modular learning where students had

a hard time answering their tasks on their modules and the lack of parents' knowledge

academically to guide their child/children.

The result showed significant interpretation both the Experimental group in the

Pretest and Posttest showed a considerable performance. It implies that the

experimental group performs the same as the Controlled Group during the pretest and

post-test, as manifested in their mean scores. Hence, we can say that using the TMA

and PBL as a Strategy to enhance students’ performance in Biology is effective in both

Controlled and the Experimental group.

The PBL is an educational curriculum that satisfies the independence of the

students' learning and helps to encourage the learners' academic excellence through

using what they know to explore and find alternatives. Moreover, it meets learners'

needs with different skills and learning styles through positive communication and

cooperative relationships between groups (Al-Rawi & Zaytoon, 2016).

In addition, the activities that students have done during the learning process

based on investigation and exploration could stimulate students to think more critically.
 63

Thus, project-based learning is the activities carried out by an individual or group

to achieve precise and specific goals in a social setting, with all desire and enthusiasm

(AlHalfi & Al-Mousawi, 2019).

So, project-based learning will undoubtedly give students the ability to think

better.

Table 2

Significant difference between the pre-test and post-test scores of the control and

experimental group

Appro Tes M S d p
t
ach t ean D f -value
Traditi Pre- 10. 2.
onal test 26 68 3 - 0.
Modular Post 14. 4. 4 5.83 00
Approach test 29 13

Pre- 10. 4.
Project
test 63 10 3 - 0.
-Based
Post 16. 5. 4 7.42 00
Learning
test 23 49

Problem No. 3 Significant Difference in the Post-Test Scores of the Grade 7

Students in control and Experimental group, paired sample t-test was employed.

Results showed that there was no significant difference (t = -1.66, p > 0.11) in the

test scores of the controls group using the Traditional Modular Approach and the

experimental group using the Project-Based Approach based on their post-test test

scores in Science for Grade 7 Students. It means that students' performance in science
 64

using both approaches was almost the same. In other words, Traditional Modular

Approach and Project-Based Learning have no significant differences. Students who

are used the Traditional Modular Approach or the so-called Control group may have a

problem with Project-Based Learning in the present study. It is known that students

who are familiar with the teacher-centered instructions may have difficulty with the

Project works. Moreover, Project-Based-Learning is not an effective teaching strategy

for students with learning challenges and lousy writing and reading skills (Thomas,

2000: Westwood 2016).

The traditional Modular Approach is being challenged by the ever-increasing

complexity in our lives and societies, while Project-based learning focuses on

developing students' critical thinking and problem-solving skills. An inquiry-based

approach to learning to solve the problems given as projects to the students is a style of

active learning (Urvi Bhagi, 2017)

Giving a project to the learner is better today than letting them sit inside the

classroom or their home and letting you as a teacher talk all the lessons for them. This

way, let the students burst out what they do understand about the task and make a way

to solve or work for it. Here, learners will learn to take up an initiative on their own and

learn more about their chosen topics. Gaining knowledge should be fun and exciting,

where children should engage themselves in a world of facts (Urvi Bhagi, 2017)

These approaches provide the same level of learning experiences and outcomes to

students' performance in science at a very satisfactory level. Most importantly, the

central teaching strategy of Project-Based Learning is the Project itself. Therefore,

 65

students must learn concepts of biology topics via projects. Moreover, Thomas (2000)

states that Project-Based Learning is the curriculum. Hence, the project works cannot

serve to provide illustrations, examples, and practical applications for the concepts

taught since students would have made the traditional approach; therefore, Project-

Based Learning did not make any significant impact on students’ performance in

science.

Table 3

Significant Difference Post-Test Scores between Control and Experimental

Group

Appr Tes M S d p Interpret

t
oach t ean D f -value ation
Traditi
onal
14 4
Modular
.29 .13
Approach Pos 3 - 0 Not
ttest 4 1.66 .11 Significant
Projec
16 5
t-Based
.23 .49
Learning
 66

CONCLUSION

This section presents the conclusion and implications drawn from the results of

this study. The recommendations addressed the Project-Based Learning: A means in

Enhancing Students Performance of Garde 7 students in Junior High School Science

class in Manapla, Negros Occidental.

 67

Quasi-experimental research, a two-group pretest-posttest design, was conducted

on Grade Seven learners of Manapla NHS-Purisima Extension from November 2021-

February 2022. It aimed to examine the effect of PBL on Grade Seven students in time

of the pandemic. The present study states that there is no significant difference between

the Post-test scores of the Control Group, under the Traditional Modular Approach, and

the Experimental group, which undergoes the Project-Based Learning Approach in

Grade 7. Even though the mean score of the experimental group is higher than the

mean score of the control group (see table 5), it is seen that their mean score is not

significant. The outcome displayed some parallelism in these specific studies in the

Literature (Bagci,2005). Moreover, Doppelt (2017), Filippatou and Kaldi (2016), and

Green (1998) states that Project-Based Learning grow students' performance for the

experimental group. The conflict that this study and the present study brings may cause

of the following factors as stated below:

In today’s study, the actual performance of the learners is not visible maybe of

some factors; First, maybe the students in the experimental group have a fear of

ProjectBased Learning. These students were scared that their work may not be correct.

Basaran (2016) states, negligence in doing outputs or projects may affect the learning

and performance of the students negatively.

Second, the topic of biology may not draw the student's attention. Forcing

students to focus on these topics might decrease their students' performance. However,

the project served as an exercise for the students, not a Project-Based Learning Project.
 68

According to Bereiter and Scardamalia, 2016,) students may not be able to create new

and make their knowledge about the lesson in biology by their skills in solving. This

kind of study should direct students toward their interests and abilities. And this is the

limitation of the study (Alozie Moje & Krajck 2016).

The third factor, learners on the other part couldn’t meet the purpose of the

project presented. As a facilitator of learning a teacher is the one who help learners

examine the empirical value of their goals and the satisfaction of their dreams. As a

matter of fact, the researcher prepared all the objectives and present it to the learners

before making the output, learners will surely miss some of the purpose while cunning

their own projects. Therefore, all the purpose was covered by the researcher in the

group.

The fourth factor is learners live in a rural area wherein there is not enough

research fount and paraphernalias to use. Project-Based Learning requires students to

research profoundly and yield a product (Helmz and Katz, 2016). In other words,

technology affects promoting students learning while doing the project (Blumenfield et

al. 1991). Using of Project-Based Learning in group is so much possible when a

teacher explained and gives all the data or information needed by the learners and

needed for the project. Hence, researcher conclude that lack of technical support will

affect the student’s performance negatively. By overcoming these menaces, researcher

tried to provide some supply resources, internet access and printed materials to the

learners but it isn’t enough.

 69

The fifth factor is the Communication. Present study was conducted in a rural

area and during the pandemic, individual students living in different locations had

communication difficulties, and some may not have cell phones to communicate well

with their teachers. Therefore, these students could not talk and ask for some pieces of

information about the topic. Here, the researcher can ask for the students' availability

every Tuesday to talk about their project with the consent of their parents to overcome

this problem.

The sixth factor is Time. Since this study will hold up only to eight weeks the

researcher asked the students to do their projects related to every week’s objectives and

outputs. Since difficulty in reaching the resources is one of the factors, the learners did

not fasten their schedules, here Thomas, 200 says that if the students are not motivated

to do their work, and don’t plan their schedule carefully they might spend too much

time in learning and get a higher workload and will not finish their work on time.

Thereupon, the researcher will play a crucial role in enabling the learners and remind

them to spend more time and use it effectively to do their projects since it is often taken

longer than the anticipated time.

The seventh factor is learners from the experimental group concluded that their

project is just an assignment or performance task in other subjects. Learners doesn’t

give importance on their project, here a researcher can say that they are going to

unsuccessful on their lessons. In today’s study, they are asked to prepare for their

projects and send some pictures or informed the teachers on how they prepare for their
 70

project. But there are some learners that taken the project as a homework style;

Therefore, it decreases their performance towards topics.

And to keep it up lastly, the contrast between the mean scores is not significant

since the “John Henry effect” that may cause the performance of the control students.

Throughout the study, control group students learned that they are compared in other

groups, and they overperformed to reach the experimental group. Although the

researcher did not affect this issue, they could not prevent group discussions since

students lived in a small area and knew each one of them.

In conclusion, this researcher’s study confers to implementing Project-Based

Learning when considering the above factors. Executing the teaching methods has a

pivotal role in science. Moreover,this study help teachers to educate learners in an

constructivist style effectively and to promote eloquent learning in learners.

Based on the results of the study, the following are recommended.

For the DepEd Officials, Education Program Specialist (EPS) in science, the

Department of Education should give in-service training to teachers based on Project-

Based Learning. In education, faculties should emphasize Project-Based Learning

effectively.

School Heads play an important role in school, this concern should be discussed

during the LAC Sessions and ask for the conclusions and recommendations of the
 71

teachers. With this, students should be given simple projects throughout the grading

period.

For the teachers, teachers should present prepared project works in a science

exhibition to increase students' motivation. Communication and time are some of the

factors in Project-Based Learning tasks.

For the students, the projects they do can help to promote their skills and

knowledge to increase their potentials.

For the HLP, may the parents continue to support the students on the activities or

projects they do especially when they are at home. Parents should also use the time

most efficiently and communicate with students well.

For future researchers, may this study help you to conduct further studies about

Project-Based Learning and improve this approach.

In this study, treatment lasted only for eight weeks. Therefore, the researcher did

not implement Project-Based Learning activities sufficiently in terms of time and

communication limitations.
 72

REFERENCES

Abdullah, S. (2016). Transforming Science Teaching Environment for 21st

Century Primary
School Pupils. Malaysian Online Journal of Educational Technology

Andrini, V.S., Pratama, H. &Maduretno, T.W. (2019). The effect of flipped

classroom and
project-based learning model on student's critical thinking ability. Retrieved
from
https://iopscience.iop.org/article/10.1088/1742-6596/1171/1/012010

Bhagi, U. (2021, May 12). 12 Reasons Why Project-Based Learning Is Better

Than Traditional Classroom Learning. eLearning Industry.

https://elearningindustry.com/project-basedlearning-better-traditional-classroom

Bondoc, K.B. (2016). Potential predictors of academic performance in science in-

state university

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and Palincsar, A.
(1991). Motivating project-based learning: Sustaining the doing, supporting the
learning. Educational Psychologist, 26(3-4), 369-398.

Carter, S. (2016). Traditional vs. Project-based learning: The effects on student

performance and motivation In honors-level mathematics courses

Condliffe, B. et.al. (2017). Project-Based Learning A Literature Review

Dejene, W., & Chen, D. (2019). The practice of modularized curriculum in
higher education institution: Active learning and continuous assessment in focus.
Retrieved from Taylor and Francis Online:
https://www.tandfonline.com/doi/full/10.1080/2331186X.2019.1611052
 73

Delostrico, R. (2019). Project-based learning (pbl) in teaching chemistry

De la Cuz, R.J (2020). Enhancing students‘ performance in biology using flipped
classroom and project-based learning (fc-pjbl).Universe International Journal of
Interdisciplinary Research.
Jones, J. (2017). face to face vs. online learning. Retrieved from HeadSpace:
https://headspace.org.au/young-people/face-to-face-vs-online-learning/

Kingston, S. (2018). Project Based Learning & Student Achievement: What Does
the Research
Tell Us? PBL Evidence Matters. 1(1), 1-11.http://bie.org/x9JN
Kraft and Simon (2020, September 9). Education | Brown University. Teacher
Working

Conditions During the COVID-19 Pandemic.

https://education.brown.edu/news/2020-0909/teaching-conditions-covid-19

Kwietniewski, Katelyn, "Literature Review of Project Based Learning" (2017).

Career &
Technical Education Theses. 1.
http://digitalcommons.buffalostate.edu/careereducation_theses/1

Magsambol, B. (2020). FAST FACTS: DepEd's modular learning. Retrieved

from Rappler:
https://www.rappler.com/newsbreak/iq/things-to-know-deped-modular-learning

Malaya, B. (2020). Modular Distance Learning: Here’s what you need to know.
Retrieved from
WhataLife: https://www.whatalife.ph/modular-distance-learning-heres-what-you-
need-toknow/

Malik, S. (2012). Effects of modular and traditional approaches on students’

general comprehension. Elixir International Journal, 6228-6229
 74

Malto, G.A., Dalida, C. &Lagunzad, C.G.(2017).Flipped classroom approach in

teaching biology: assessing students‘ academic achievement and attitude towards
biology. KnE Social Sciences. 3. 540. 10.18502/kss.v3i6.2403.

Mazkeraj, D., & Witte, K. (2019). The effect of modular education on school
dropout. BERA Journal, 1.

Naboya, V. (2019). Effect of modular approach on the level of Achievement of

students in inorganic chemistry. Journal of International academic research for
multidisciplinary, 36-55.

Nardo, M. (2017). [PDF] Modular Instruction Enhances Learner Autonomy |

Semantic Scholar.

Nardo. https://www.semanticscholar.org/paper/Modular-Instruction-Enhances-

LearnerAutonomy-Nardo/86e07b9108df19524ad8267fc9502f0d9aa184ac

Nurulwati, et.al. (2020). The Effectiveness of Project-Based Learning to Increase

Science Process Skills in Static Fluids Topic

Oktay, K. & Oktay, B. (2017).The Effect of Project Based Learning on Seventh

Grade
Students‘s Academic Achievement.International Journal of Instruction.eric.gov/?
id=EJ1125144

Rubrica. (n.d.). An action research on project-based learning and understanding

by design and their effects on the science achievement and attitude of science students
69i57.1036j0j7&sourceid=chrome&ie=UTF-8
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Paristiowati, Maria, Ella Fitriani & Nurul H. A. 2017. The Effect of Inquiry-
Flipped Classroom Model toward Students' Achievement on Chemical Reaction Rate

Shih, W.& Tsai, C. (2017). Students‘ perception of a flipped classroom approach

to facilitating online project-based learning in marketing research courses. Australasian
Journal of Educational Technology. 33. 32-49. 10.14742/ajet.2884.

Sumit, G. (2017). Effectiveness of Project Based Learning (Constructivist

Learning Approach) on Students Achievement in Science at Secondary Level

Wekesa, N.W. & Ongunya, R.O. (2016). Project Based Learning on Students‘
Performance in the Concept of Classification of Organisms Among Secondary Schools
in Kenya
 76

APPENDICES

Appendix A

COMMUNICATION FOR THE CONDUCT OF RESEARCH

INSTRUMENT

The Faculty of Graduate School

University of St. Lasalle
Project Free Cadiz City

November 5, 2021

LEOFEL J. CEPALON
TIII/Teacher-In-Charge
Manapla National High School-Purisima Extension
Brgy. Purisima, Manapla, Negros Occidental

Madam:

Greetings!
The undersigned would like to request permission from your good office to allow
me to conduct the research instrument “Project-Based Learning: An Aid in
Enhancing Students Performance in Science 7”. This study is in line with the
ongoing Action Research for the partial requirement in my Master’s Degree in
University of St. Lasalle, Project Free, Cadiz City.
The Test questionnaires will be conducted on 70 students at the Grade 7 level.
The test questionnaires will be done on Tuesday. Rest assured that their responses will
be kept confidential.

Attached herewith are my sample test questionnaires for your read-through.

I hope that this request will merit your favorable response.
Thank you for your support and God Bless.

Respectfully Yours,
 77

APRIL ROSE F. SOLERA

Researcher

Noted by:

CHARLYN P. LAROSA, MAEd

Adviser

Appendix B

COMMUNICATION FOR THE VALIDATION OF RESEARCH

INSTRUMENT
The Faculty of Graduate School
University of St. Lasalle
Project Free Cadiz City

November 7, 2021

LAURA B. MONTEVERDE, MEd

Teacher III
Manapla National High School-Purisima Extension
Brgy. Purisima, Manapla, Negros Occidental

Madam:

Warmest greetings!

The undersigned is currently conducting action research entitled “Project-Based

Learning: An Aid in Enhancing Students Performance in Science 7”. This research
will be conducted during the 2nd Quarter of the S.Y 2021-2022.

In connection with this, may I ask for your valuable assistance through your
expertise to validate my research instrument test questionnaires with 40 item tests with
four parts. Part I is about Microscope, Part II Cells Part 3 Asexual and Sexual
Reproduction and last Part IV is all about the Ecosystem. Each part is composed of
which would solicit information about the topics.

Please refer to the criteria set forth by Carter Good and Douglas Scates.

Your positive gesture toward this request is highly appreciated.

 78

Respectfully Yours,

APRIL ROSE F. SOLERA

Researcher

Noted by:

CHARLYN P. LAROSA, MAEd

Adviser

COMMUNICATION FOR THE VALIDATION OF RESEARCH

INSTRUMENT
The Faculty of Graduate School
University of St. Lasalle
Project Free Cadiz City

November 7, 2021

MARY JOY T. GAYOLA, MEd

Teacher I
Manapla National High School-Purisima Extension
Brgy. Purisima, Manapla, Negros Occidental

Madam:

Warmest greetings!

The undersigned is currently conducting action research entitled “Project-Based

Learning: An Aid in Enhancing Students Performance in Science 7”. This research
will be conducted during the 2nd Quarter of the S.Y 2021-2022.

In connection with this, may I ask for your valuable assistance through your
expertise to validate my research instrument test questionnaires with 40 item tests with
four parts. Part I is about Microscope, Part II Cells Part 3 Asexual and Sexual
Reproduction and last Part IV is all about the Ecosystem. Each part is composed of
which would solicit information about the topics.

Please refer to the criteria set forth by Carter Good and Douglas Scates.
 79

Your positive gesture toward this request is highly appreciated.

Respectfully Yours,

APRIL ROSE F. SOLERA

Researcher

Noted by:

CHARLYN P. LAROSA, MAEd

Adviser

COMMUNICATION FOR THE VALIDATION OF RESEARCH

INSTRUMENT
The Faculty of Graduate School
University of St. Lasalle
Project Free Cadiz City

November 7, 2021

MELODY B. MADRID, MEd

Teacher I
Manapla National High School-Purisima Extension
Brgy. Purisima, Manapla, Negros Occidental

Madam:

Warmest greetings!

The undersigned is currently conducting action research entitled “Project-Based

Learning: An Aid in Enhancing Students Performance in Science 7”. This research
will be conducted during the 2nd Quarter of the S.Y 2021-2022.

In connection with this, may I ask for your valuable assistance through your
expertise to validate my research instrument test questionnaires with 40 item tests with
four parts. Part I is about Microscope, Part II Cells Part 3 Asexual and Sexual
 80

Reproduction and last Part IV is all about the Ecosystem. Each part is composed of
which would solicit information about the topics.

Please refer to the criteria set forth by Carter Good and Douglas Scates.

Your positive gesture toward this request is highly appreciated.

Respectfully Yours,

APRIL ROSE F. SOLERA

Researcher

Noted by:

CHARLYN P. LAROSA, MAEd

Adviser

Appendix C

COMMUNICATION FOR THE RELIABILITY TESTING OF

RESEARCH INSTRUMENT
The Faculty of Graduate School
University of St. Lasalle
Project Free Cadiz City
November 9, 2021
LEOFEL J. CEPALON
Teacher III/Teacher-In-Charge
Manapla National High School-Purisima Extension
Brgy. Purisima, Manapla, Negros Occidental

Madam:

Greetings!

The undersigned would like to request permission from your good office to
conduct Reliability Testing for the data gathering instrument on “Project-Based
Learning: An Aid in Enhancing Students Performance in Science 7”. This study is
in line with the ongoing Action Research for the partial requirement in my Master’s
Degree in University of St. Lasalle, Project Free, Cadiz City.
 81

The Test questionnaires will be conducted on 30 students at the Grade 7 level.

The test questionnaires will be done on Tuesday. Rest assured that their responses will
be kept confidential.

Attached herewith are my sample test questionnaires for your perusal.

I hope that this request will merit your favorable response.
Thank you for your support and God Bless.

Respectfully Yours,

APRIL ROSE F. SOLERA

Researcher

Noted by:

CHARLYN P. LAROSA, MAEd

Adviser

Approved by:

LEOFEL J. CEPALON
TIII/Teacher-In-Charge
Appendix D

PARENTAL CONSENT FORM

The Faculty of Graduate School

University of St. Lasalle
Project Free Cadiz City

Parent Informed Consent Statement

I, (Name of Parent), give permission for my child, (Name of the student) to

participate in the research project entitled, “Project-Based Learning: A means in

Enhancing students’ performance in Science 7.” The study has been explained to me

and my questions answered to my satisfaction. I understand that my child’s right to

 82

withdraw from participating or refuse to participate will be respected and that his/her

responses and identity will be kept confidential. I give this consent voluntarily.

Name of Parent/Guardian: _________________________________

Signature: __________________________________

Date: ______________________________________

Appendix E

TEST QUESTIONNAIRE (RESEARCH INSTRUMENT)

The Faculty of Graduate School

University of St. Lasalle
Project Free Cadiz City

Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION VI-WESTERN VISAYAS
Division of Negros Occidental
Manapla NHS-Purisima Extension

2ndQuarter Test Questionnaire SCIENCE 7

 83

Name: _____________________________________ Yr and Section:

___________

General Direction: Encircle the correct answer.

Part I: Multiple Choices: Microscope

1. A light microscope is also referred to as a/an

A. Electron microscope C. Scanning problem microscope

B. Compound microscope D. X-ray

2. Which parts of the microscope should you hold when lifting or moving the
microscope?

A. Arm and base C. The base and stage

B. Eyepiece and body tube D. Objectives

3. Which part of the microscope contains the shutter that regulates the amount of
light entering the lens system?

A. The condenser C. The stage

B. The eyepiece D. Fine adjustment knob

4. The lens that is within the eyepiece of the light microscope is called the

A. Scanning C. High power

B. Low power D. Ocular

5. To focus on a specimen, it is best to start with which objective?

A. High power C. Scanning

B. Low power D. Ocular

6. A microscope has a 4xocular lens and a 10x objective, what is this

microscope’s total magnification?

A. 4X C. 40X
B. 14X D. 400X
 84

7. The following are mechanical parts of the microscope except

A. Ocular C. Base
B. Stage D. Nosepiece

8. The mirror belongs to which major part of the microscope?

A. Mechanical parts C. Illuminating parts

B. Magnifying Glass D. None of the above

9. To focus on a specimen, it is best to start with which objective lens?

A. Highest magnification C. Lowest magnification

B. Intermediate magnification D. Advance magnification

10. Which one of the following achievements is Anton Von Leeuwenhoek

famous for?

A. He was a famous Dutch explorer

B. He gave the cell its name because they reminded him of the small rooms
for monks in a monastery
C. He was one of the first people to see and describe red blood cells and
other singlecelled organisms under the microscope
D. He discovered the microscope

Part II: Multiple Choices: Cell, Plant and Animal Cell

1. Which of the following statements is incorrect?

A. A cell is the basic unit of life

B. All cells are made up of the same basic components
C. All cells perform the same functions
D. A unicellular organism is made up of only one cell

2. Arrange the following levels of organization from least complex to most

comple: cells, organelles, tissues, organs, organisms, and organ systems

A. Organelles, cells, tissues, organs, organ system, organism

B. Cells, organelles, tissues, organs, organ systems, organisms
 85

C. Organelles, cells, organs, organ system, tissue, organism

D. Cells, tissues, organs, organelles, organ systems, organism

3. Structures found in a plant cell, but not an animal cell.

A. Chloroplast, a cell wall and a large vacuole

B. Chloroplasts, a cell wall and mitochondria
C. Chloroplasts, centrioles, and Golgi apparatus
D. Centrioles, a cell membrane and a nucleus

4. How is a plant cell similar to an animal cell

A. Both have nuclei, chloroplast and cytoplasm

B. Both have cell walls, nuclei and cell membrane
C. Both have nuclei, cytoplasm and cell membrane
D. Both have cell walls, chloroplast and cell membranes

5. Which of the following differentiates organs from tissues

A. Organs make up tissues; tissues make up organs

B. Tissues make up organs; cells make up tissues C. Organs and tissues
make up an organ system
D. Organs and tissues are made up of cells.

6. The organelle most directly involved in cellular aerobic respiration is the

A. Ribosome C. Nucleus
B. Mitochondrion D. Lysosome

7. Which part of the cell has the genetic material and is often called the “brain of
cell”

A. Nuclear Membrane C. Nucleus

B. Nucleolus D. Endoplasmic reticulum

8. What is the function of Cytoplasm?

A. Contain the pigment called chlorophyll

B. A jelly-like substance that holds at the organelles in place

C. Transport food, water and waste around and out the cell
 86

D. Release energy in the cell

9. Which of the following is a false statement about chloroplast?

A. Chloroplast use energy from the cell to convert water into carbon
dioxide
B. Chloroplast is the organelles that contains chlorophyll
C. Chloroplast give leaves their green leaves their green colour
D. Chloroplast only found in plant cell

10. Cell theory states:

A. Packages and transports proteins and holds waste products until the cell
is ready to get rid of them
B. Transports materials in both plant and animal cells
C. Separates the inner parts of the cell from the surrounding environment
D. The smaller unit of life

Part III. Multiple Choices: Sexual and Asexual Reproduction

1. Bacteria reproduce asexually by a process called

A. Replication C. Binary fission
B. Splitting in two D. Meiosis

2. How many parents are required in asexual reproduction?

A. One C. Four
B. Six D. Two

3. How many parents are required for sexual reproduction?

A. Six C. One
B. Two D. Four

4. Which of the following is the disadvantage of sexual reproduction?

A. The offspring is genetically different

B. The genetic diversity makes organisms responds differently in
environment
C. A lot of time and energy is required for making gametes and finding
mates
D. Offspring can be produced more quickly than by asexual means
 87

5. Asexual reproduction is best described as:

A. Reproduction of single parent

B. Reproduction of two or more parents

C. Pollination
D. Reproduction with no parent

6. Sexual reproduction is requiring the following to occur

A. A unicellular organism C. Budding

B. A gamete D. Binary fission

7. Which is the correct order of sexual reproduction?

A. Fertilization, gametes, zygote, embryo

B. Zygote, gametes, fertilization, embryo
C. Gametes, embryo, fertilization, zygote
D. Gametes, fertilization, embryo, zygote

8. A type of sexual reproduction that combines the male and female gametes of
an organism to form a zygote.

A. Conjugation C. Fertilization
B. Budding D. Pollination

9. A type of Asexual reproduction were stored in sacs called Sporangia.

A. Vegetative Reproduction C. Binary fission

B. Budding D. Spore formation

10. This type of sexual reproduction occurs when two organisms of the same
species temporarily unite to merge one organism’s contents, along with its genetic
material, with the other

A. Regeneration C. Pollination
B. Fertilization D. Conjugation

Part IV. Multiple Choices: Ecosystem

 88

1. The combined portions of Earth in which all living things exist is called the

A. Biome C. Ecosystem.
B. Community D. Biosphere.

2. What are biotic factors?

A. Earth’s weather and climate C. Non-living parts of ecosystem

C. Living organism in ecosystem D. Landform and waterfalls

3. What is a community?

A. Habitat with abiotic factors added

B. Very small habitat
C. All the abiotic factors in specific area
D. All the different populations that live together in an area

4. It is an organism that makes its own food

A. Autotroph B. Consumer C. Predator D. Producer

5. The place where animals live and gets what its need to survive

A. Community B. Habitat C. Environment D. Niche

6. What parts of earth supports life?

A. Ecology B. Ecosystem C. Biotic

D. Biosphere

7. Why is the dead tree is considered as a biotic factor in ecosystem?

A. It gives fertilizer
B. It once lived
C. It makes work easier
D. It provide shades to living things

8. Living or once living organism in environment is called

A. Biotic factors B. Antibiotic factors C. Abiotic factors D. Scientific factors

 89

9. Temperature is an example of what kind of ecosystem condition?

A. Abiotic B. Habitat C. Biotic D. Nich
10. What is an Ecosystem?
A. A biological community of interacting organisms and their physical
environment
B. All abiotic factors within a specified area
C. All biotic factors within a specified area
D. An area of land where no human has bee
 APPENDIX F

CRITERIA FOR VALIDATION OF THE TEST QUESTIONNAIRES

Using the criteria developed for evaluating a questionnaire set forth by Carter
Good and Douglas Scates, please evaluate the attach self-made questionnaire for the
proposed study, 1 being the lowest and 5 being the highest. Kindly check the respective
boxes provided herein.
APRIL ROSE F. SOLERA
Researcher
Criteria for Validity 1 2 3 4

1.The questionnaire is short enough and respondents will respect

it and would not drain much of their precious time.
2.The questionnaire is interesting and has a face appeal such that
respondents will be induced to respond to it and accomplish it fully.
3.The questionnaire can obtain some depth to respondents and
avoid superficial answers.
4.The items/questions and their alternative responses are not too
suggestive and not too stimulating.
5.The questionnaire can elicit responses that are definite but not
mechanically forced.
6.Questions/items are stated in such a way that the responses
will not be embarrassing to the person/persons concerned.
7.Questions/items are formed in such a manner as to avoid
suspicion on the part of the respondents.
8.The questionnaire is not too narrow nor restrictive or limited in
its philosophy.
9.The responses to the questionnaire when taken as a whole,
could answer the basic purpose for which the questionnaire is
designed and considered valid.

Validated by:

LAURA B. MOTEVERDE, MEd

Teacher III
APPENDIX F.2
 CRITERIA FOR VALIDATION OF THE TEST QUESTIONNAIRES

Using the criteria developed for evaluating a questionnaire set forth by Carter
Good and Douglas Scates, please evaluate the attach self-made questionnaire for the
proposed study, 1 being the lowest and 5 being the highest. Kindly check the respective
boxes provided herein.
APRIL ROSE F. SOLERA
Researcher
Criteria for Validity 1 2 3 4

1.The questionnaire is short enough and respondents will respect it

and would not drain much of their precious time.
2.The questionnaire is interesting and has a face appeal such that
respondents will be induced to respond to it and accomplish it fully.
3.The questionnaire can obtain some depth to respondents and
avoid superficial answers.
4.The items/questions and their alternative responses are not too
suggestive and not too stimulating.
5.The questionnaire can elicit responses that are definite but not
mechanically forced.
6.Questions/items are stated in such a way that the responses will
not be embarrassing to the person/persons concerned.
7.Questions/items are formed in such a manner as to avoid
suspicion on the part of the respondents.
8.The questionnaire is not too narrow nor restrictive or limited in its
philosophy.
9.The responses to the questionnaire when taken as a whole, could
answer the basic purpose for which the questionnaire is designed and
considered valid.

Validated by:

MARY JOY T. GAYOLA, MEd

Teacher I
APPENDIX F.3

CRITERIA FOR VALIDATION OF THE TEST QUESTIONNAIRES

Using the criteria developed for evaluating a questionnaire set forth by Carter
Good and Douglas Scates, please evaluate the attach self-made questionnaire for the
proposed study, 1 being the lowest and 5 being the highest. Kindly check the respective
boxes provided herein.
APRIL ROSE F. SOLERA
Researcher
Criteria for Validity 1 2 3 4

1.The questionnaire is short enough and respondents will respect it

and would not drain much of their precious time.
2.The questionnaire is interesting and has a face appeal such that
respondents will be induced to respond to it and accomplish it fully.
3.The questionnaire can obtain some depth to respondents and
avoid superficial answers.
4.The items/questions and their alternative responses are not too
suggestive and not too stimulating.
5.The questionnaire can elicit responses that are definite but not
mechanically forced.
6.Questions/items are stated in such a way that the responses will
not be embarrassing to the person/persons concerned.
7.Questions/items are formed in such a manner as to avoid
suspicion on the part of the respondents.
8.The questionnaire is not too narrow nor restrictive or limited in its
philosophy.
9.The responses to the questionnaire when taken as a whole, could
answer the basic purpose for which the questionnaire is designed and
considered valid.

Validated by:

MELODY B. MADRID, MEd

Teacher I
 93

APPENDIX G

SUMMARY OF THE RATINGS IN THE TEST VALIDATION

Using criteria developed for evaluating survey questionnaires set forth by Carter
V. Good and Douglas B. Scates, please evaluate the attached self-made survey
instrument for the proposed study. (Rating as poor, 5 as excellent). Kindly check the
respective boxes provided herein.

Criteria for Validity J Ju Ju

uror 1 ror 2 ror 3
1. The questionnaire is short enough and respondents 4 4 5
will respect it and would not drain much of their precious
time.
2. The questionnaire is interesting and has a face 4 4 5
appeal such that respondents will be induced to respond to
it and accomplish it fully.
3. The questionnaire can obtain some depth to 3 3 5
respondents and avoid superficial answers.
4. The items/questions and their alternative responses 4 4 5
are not too suggestive and not too stimulating.
5. The questionnaire can elicit responses that are 4 4 5
definite but not mechanically forced.
6. Questions/items are stated in such a way that the 5 5 5
responses will not be embarrassing to the person/persons
concerned.
7. Questions/items are formed in such a manner as to 4 4 5
avoid suspicion on the part of the respondents.
8. The questionnaire is not too narrow nor restrictive 4 4 5
or limited in its philosophy.
9. The responses to the questionnaire when taken as a 4 4 5
whole, could answer the basic purpose for which the
questionnaire is designed and considered valid.
Total 3 3 4
6 6 5
Mean 4 4. 5.
.00 00 00
Means of Men 4.33
Interpretation Very Good
 94

APRIL ROSE F. SOLERA

Researcher

APPENDIX H

Reliability Test Results

TEST-RETEST RELIABILITY RESULT

CORRELATIONS

/VARIABLES=Test_1 Test_2 /PRINT=TWOTAIL NOSIG

/MISSING=PAIRWISE.

Correlations

[DataSet0]

Correlations
Pre Post
test test
Pret Pear 1 .866
est son **

Correlatio
n
Sig. .000
(2-tailed)
N 30 30
Post Pear .86 1
 95

test son 6**

Correlatio
n
Sig. .00
(2-tailed) 0
N 30 30

APPENDIX I

SPSS OUTPUT

SOP #1

NEW FILE.
DATASET NAME DataSet2 WINDOW=FRONT.
DESCRIPTIVES VARIABLES=Traditional_Approach_Test1
Traditional_Approach_Test2
Project_Based_Learning_test1 Project_Based_Learning_Test2
/STATISTICS=MEAN STDDEV MIN MAX.

Descriptives

Notes
Output
Created 18-MAY-2022 10:55:14

Comments
DataSet2
Active
Dataset <none>
Filter <none>
Input Weight
Split File <none>

Missing N of Rows 35 User defined missing values

Value Handling in Working Data
are treated as missing.
File
All non-missing data are used.
Definition
of Missing DESCRIPTIVES
Cases Used VARIABLES=Traditional_Appro
 96

ach_Test1
Traditional_Approach_Test2
Project_Based_Learning_test1
Project_Based_Learning_Test2 /
STATISTICS=MEAN STDDEV MIN
MAX.
Syntax
Processor 00:00:00.02
Time
Resources
Elapsed
Time 00:00:00.02
[DataSet2]
Descriptive Statistics
N Minim Maxim Mea Std.
um um n Deviation
Prete 3 10.2 2.68
st Control 5 4.00 16.00 571 266
Postt
est 3 14.2 4.12
Control 5 7.00 29.00 857 718
Prete
st
Experimen 10.6 4.10
tal 35 2.00 21.00 286 943
Postt 35 8.00 27.00 16.2 5.49
est 286 377
Experimen
tal
Vali 35
dN
(listwise)
SOP #2
T-Test
Notes
Output
Created 18-MAY-2022 10:58:04

Comments
Input Active DataSet2
 97

Dataset <none>
Filter <none>
Weight <none>
Split File 35 User defined missing values
N of Rows are treated as missing.
in Working Data
File Statistics for each analysis are
based on the cases with no missing or
Definition
of Missing out-of-range data for any variable in
the analysis.
Missing T-TEST
Cases Used
Value Handling PAIRS=Traditional_Approach_T
est1
Project_Based_Learning_test1
WITH
Traditional_Approach_Test2
Project_Based_Learning_Test2
(PAIRED)
/CRITERIA=CI(.9500)
Syntax /MISSING=ANALYSIS.
Processor 00:00:00.03
Time
Resources
Elapsed
Time 00:00:00.03

[DataSet2]
Paired Samples Statistics
Std.
Mea N Std. Error
n Deviation Mean
10.2 3 2.68 .453
Pretest_Control 571 5 266 45
P 14.2 3 4.12 .697
air 1 Posttest_Control 857 5 718 62
P Pretest_Experim 10.6 35 4.10 .694
 98

ental 286 943 62

air 2 Posttest_Experi 16.2 5.49 .928
mental 286 35 377 62

Paired Samples Correlations

N Corre S
lation ig.

P Pretest_Cont & 3 .
air 1 rol & 5 .339 047
Posttest_Con
trol
P Pretest_Expe 3 .
.601
air 2 rimental 5 000
Posttest_Experime
ntal

Paired Samples Test

Paired Samples Test

Paired Differences t d S
M S S 95% f ig.
ean td. td. Confidence (2-
Deviati Error Interval of the tailed
on Mean Difference )
L U
ower pper
 99

Pretest_C
- - - -
P ontrol - 4. . 3 .
4.028 5.433 2.623 5.8
air 1 Posttest_Contr 09078 69147 4 000
57 80 34 26
ol
Pretest_E
- - - -
P xperimental - 4. . 3 .
5.600 7.134 4.065 7.4
air 2 Posttest_Experi 46687 75504 4 000
00 42 58 17
mental

SOP #3
T-TEST PAIRS=Traditional_Approach_Test2 WITH
Project_Based_Learning_Test2 (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.
T-Test
Notes
Output
Created 18-MAY-2022 10:59:44

Comments
DataSet2
Active Dataset
<none>
Input Filter
Weight <none>

Split File
<none>
N of Rows in
35 User defined missing values
Working Data File
are treated as missing.
Definition of
Missing Statistics for each analysis are
based on the cases with no missing or

Missing Value out-of-range data for any variable in the

Cases Used
Handling
 100

analysis.
T-TEST
PAIRS=Traditional_Approach_T
est2 WITH
Project_Based_Learning_Test2
Syntax
(PAIRED)
Processor Time
/CRITERIA=CI(.9500)

Resources /MISSING=ANALYSIS.
00:00:00.02
Elapsed Time 00:00:00.02

[DataSet2
Paired Samples Statistics
Std.
Mea N Std. Error
n Deviation Mean
14.2 3 4.12 .697
Posttest_Control 857 5 718 62
P Posttest_Experi 16.2 3 5.49 .928
air 1 mental 286 5 377 62

Paired Samples Correlations

N Correl S
ation ig.

Posttest_C &
ontrol
P Posttest_Experi 3 .
air 1 mental 5 -.015 933

Paired Samples Test

Paired Differences t d S
M St St 95% f ig.
ean d. d. Error Confidence (2-
Deviati Mean Interval of the tailed
on Difference )
 101

L U
ower pper
Posttes
- - -
P t_Control - 6. 1. . 3 .
1.942 4.3197 1.6
air 1 Posttest_Exp 91946 16960 43406 4 106
86 8 61
erimental

APPENDIX J

GRAMMARIAN CERTIFICATE
102