The Effectiveness of Project-Based Learning in Improving the Academic

Performance of Students

In Partial Fulfillment of the Requirements in PR1

BY:

Mancao, Stephanie Pearl C.

Maung, Lei Andrea A.
Cruz, Kelly Kate E.
Fransisco, Kriszelle June E.
Tomas, John Carl B.
 CHAPTER 1
I. INTRODUCTION

It’s common in every classroom to have one goal: to help students not just excel
academically, but also to truly connect with and understand what they are learning. For years,
traditional teaching methods have been the norm. Yet, many students still struggle to find
meaning in what they’re taught. This is where Project-Based Learning (PBL) comes in—a
hands-on, real-world approach that brings learning to life.
Imagine a student collaborating with peers to design solutions for real-life problems, rather
than simply memorizing formulas or facts. Through PBL, students provide answer their own
questions, explore endless possibilities, and discover how knowledge applies beyond the
classroom. It is learning through doing.
This research explores how Project-Based Learning improves students’ academic
performance. It delves into how PBL sparks curiosity, deepens understanding, and develops
skills that students carry for life. By examining its impact, this study seeks to highlight how
meaningful, active learning can transform not only grades, but the entire educational
experience.

II. STATEMENT OF THE PROBLEM

Learning is about developing real-world skills that prepare students for the challenges ahead.
Project-based learning is a powerful teaching approach that strengthens critical thinking,
creativity, collaboration, and problem-solving. Instead of absorbing information about a
certain topic, students engage in hands-on projects, and make learning more impactful.
However, even with its positive impacts, there are some factors that hinder PBL’s
effectiveness.
One of the major problems is research constrains. Students may have limited access to tools
or equipment needed for project-based learning activities. Without these PBL may seem like a
burden rather than an opportunity for better learning. Another problem is group dynamics.
Teamwork is also essential in project-based learning however, not all groups work smoothly.
Some students may do all the work while others cannot contribute, leading to an imbalanced
learning experiences and often frustration. Additionally, there is a risk of superficial learning,
where students focus on completing tasks quickly rather than truly understanding the
concepts behind them.
Beyond these major concerns, there are also smaller, but equally important challenges. Many
students find it difficult to meet deadlines, especially when juggling multiple subjects and
responsibilities. Others may struggle with limited creativity, making it hard to produce
innovative and meaningful projects. And most importantly, motivation and engagement can
vary—some students thrive in a project-based setting, while others feel lost or disengaged
without more structured guidance.

III. THEORETICAL FRAMEWORK

Constructivist Learning Theory (Piaget, 1936; Vygotsky, 1978)

Constructivist Learning Theory suggests that knowledge is actively constructed by learners

rather than passively received Constructivism is an approach that claims humans can better
understand information if they have constructed them by themselves. This perspective is
foundational to Project-Based Learning (PBL), where students engage in meaningful, hands-on
experiences to develop skills and understanding.
 Jean Piaget (1936) believed that students learn best by actively exploring and solving
problems, rather than just memorizing information. His theory of cognitive development
suggests that learning happens when students interact with their environment, face
challenges, and think critically. In Project-Based Learning (PBL), this means students take
charge of their learning by working on real-world problems, testing solutions, and improving
their ideas through experience.
Lev Vygotsky (1978) built on constructivist ideas by introducing the Zone of Proximal
Development (ZPD) and Scaffolding. ZPD is the gap between what a student can do alone and
what they can achieve with help from a teacher or peer. Scaffolding means giving support at
first, then slowly reducing it as the student gains confidence and skills. In Project-Based
Learning (PBL), teachers guide students instead of just giving instructions, helping them work
through projects and collaborate with others.

IV. SIGNIFICANCE OF THE STUDY

This study on the effectiveness of Project-Based Learning (PBL) in improving

students' skills is important for several stakeholders in education, including
students, teachers, schools, and future researchers.

1. For Students – This research helps students by identifying how PBL enhances critical
thinking, problem-solving, creativity, and collaboration. It also sheds light on challenges
such as group dynamics, resource limitations, and motivation, providing insights on
how to make learning more engaging and effective.
2. For Teachers – Educators can use the findings to refine their teaching strategies,
ensuring that PBL is implemented in a way that maximizes student learning while
addressing common obstacles like meeting deadlines and maintaining student
motivation.
3. For Schools and Administrators – Schools can benefit by understanding the
strengths and limitations of PBL, allowing them to allocate resources more effectively
and design policies that support project-based learning approaches.
4. For Educational Policymakers – The study provides valuable insights into how PBL
can be improved and scaled for wider use, helping policymakers develop educational
frameworks that promote skill-based learning.
5. For Future Researchers – This research serves as a foundation for further studies on
active learning methodologies, offering data and analysis that can be built upon to
explore new ways to enhance student engagement and academic success.

V. SCOPE AND LIMITATIONS

Scope
This study explores how **Project-Based Learning (PBL)** helps students develop
important skills like **critical thinking, problem-solving, teamwork, and creativity**. It
looks at how PBL is used in the classroom, the challenges students and teachers face, and
how it affects learning. The focus is on **[specify grade level or subject if needed]
students**, as well as the role of teachers in guiding projects. It also considers factors like
**available resources, group work, and student motivation**, which can influence how well
PBL works.
Limitations
While this study provides useful insights, there are some limitations:

1. Small Sample Size – The study may focus on a specific school, subject, or group of
students, so the results might not apply to all learning environments.

2. Time Constraints – Since the research happens over a set period, it may not show the
long-term effects of PBL on students.

3. Different Teaching Styles – Not all teachers use PBL the same way, which might affect
the consistency of the results.

4. Student and Teacher Opinions – Some findings rely on surveys or interviews, which are
based on personal experiences and may not fully capture the impact of PBL.

5. Outside Influences – Factors like school policies, technology access, and students'
backgrounds may affect PBL’s success but are beyond the study’s control.

Despite these challenges, this study aims to give a clearer picture of how PBL can improve
learning and what can be done to make it more effective for students and teachers.

VI. DEFINITION OF TERMS

To ensure clarity and a common understanding of key concepts used in this study, the
following terms are defined:

1. Project-Based Learning (PBL) – A teaching method where students actively engage in

real-world projects to develop problem-solving, collaboration, and critical thinking skills.

2. Constructivist Learning Theory – An educational theory suggesting that students learn

best by actively constructing knowledge through experiences, rather than passively
receiving information.

3. Zone of Proximal Development (ZPD) – A concept by Lev Vygotsky that refers to the
difference between what a learner can do independently and what they can achieve with
guidance from a teacher or peer.

4.*Scaffolding – A teaching strategy where educators provide structured support to help

students learn new concepts, gradually reducing assistance as they gain confidence and
skills.

5. Critical Thinking – The ability to analyze, evaluate, and apply information to solve
problems and make informed decisions.

6. Problem-Solving Skills – The capacity to identify challenges, explore possible solutions,

and implement effective strategies to overcome obstacles.

7. Collaboration – The process of working together with peers to achieve a shared goal,
often requiring communication, teamwork, and cooperation.

8. Creativity – The ability to generate new ideas, think outside the box, and develop
innovative solutions to problems.
9. Student Engagement – The level of interest, motivation, and active participation
students demonstrate in their learning process.

10. Resource Constraints – Limitations in materials, technology, or funding that may affect
the implementation of PBL in the classroom.

11. Group Dynamics – The way students interact and work together in a group setting,
which can influence the success of PBL activities.

12. Superficial Learning – A learning approach where students focus on completing tasks
rather than deeply understanding concepts, often resulting in weak retention and skill
development.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Many teachers are looking for new ways to help students learn better and improve their
grades. One method that has gained attention is project-based learning (PBL). In this
approach, students work on real-life projects that encourage them to think, solve problems,
and work with others. Instead of just memorizing facts, they learn by doing and applying what
they know. This chapter explores how PBL helps students improve their academic
performance, the benefits it brings, and how it is used in different schools and subjects. In this
research, we will understand why PBL is an effective way to help students succeed.

Importance of project based

Project-Based Learning is a teaching method that involves a dynamic classroom approach in
which it is believed that students acquire a deeper knowledge through active exploration of
real-world challenges and problems. (Rach 2023) Project-based learning is a teaching
approach that motivates and inspires students to learn and helps them to become self-
directed learners over time. Students learn not only the content surrounding their projects,
but also important life skills such as problem-solving, creativity, collaboration,
communication, time management, and responsibility (Wurdinger 2018). When students
have authentic experiences, they prepare for the real world. PBL prepares students to be self-
sufficient, creative, and critical thinkers that can take on any challenge. (Rameez 2023)
Several studies have demonstrated the positive impact of PBL on students' academic
performance. Students exposed to PBL exhibited significant improvements in critical thinking,
which correlated with higher academic achievement (Kimani 2024). Students participating in
PBL showed higher engagement levels and improved academic performance compared to
those in traditional learning settings. (Wang and Sitthiworachart 2024)

Traditional Learning VS Project Based Learning Traditional

Traditional Learning
When deciding between project-based learning and traditional learning, the amount of
information delivered through each approach is a very important factor. In general, it is
thought that traditional learning offers a comprehensive way of learning because the lectures
are packed with information, in project-based learning it requires critical thinking, problem
solving, collaboration, and various forms of communication.

In traditional learning, knowledge is divided into the forms of subjects that focus on their own
content and rarely communicating with the other subjects. The reality is that the students will
face real problems that are not compartmentalized because problems don’t belong to a single
subject. A person can only solve problems when he can integrate the knowledge of different
disciplines. Unfortunately, this is not brought to the classroom. There are not many teaching
experiences that try to see the reality from diverse points of view (Samurai 2021).
· Is often short-term
· Is single subject centered and uses real world scenarios and problems
· Aims to find the best solution to a provided problem, students work to find this solution
· Provides feedback upon student submission or request.

Project-based Learning
Project based learning is a method that takes a learning by doing approach where students
actively participate in their own educational development. In a PBL classroom, you will find
the students solving problems, joining simulations, conducting case studies, and designing
research projects. This method let students explore real - world issues and develop solutions
to inspire change locally and globally.
· Typically takes place over a long period of time
· Is multidisciplinary and often based on a real-world task
· Begins with instructions and background, and ends with a presentation of work or
project
· Encourages student/teacher interactions through periodical check-ins
Benefits of project-based learning
1. Active engagement and student-centered learning
Project-Based Learning (PBL) offers numerous benefits, starting
with active engagement and student-centered learning. PBL engages students in
authentic, real-world projects that empower them to take ownership of their education
(Woenardi et al., 2022). By actively involving students in their learning process, PBL
fosters a sense of responsibility and autonomy, motivating them to become active
participants in their educational journey.Furthermore, PBL plays a pivotal role in the
development of self-directed learning skills among students. Through PBL, students
learn to set goals, manage their time effectively, and take responsibility for their
learning (Bagheri et al., 2018). By engaging in project-based activities, students
develop the ability to independently drive their learning, make informed decisions, and
effectively manage their time and resources.

2. Authentic problem-solving
Project-Based Learning (PBL) provides a unique opportunity for students to bridge the gap
between theory and practice through authentic problem-solving. This approach allows
students to apply their knowledge and skills to real-world challenges, making their learning
experience more meaningful and
relevant. PBL also encourages critical thinking and analytical skills among students. PBL
prompts students to analyze complex problems, think creatively, and develop innovative
solutions (Diana et al., 2021). By grappling with real-world challenges, students cultivate their
ability to evaluate information, identify patterns, and generate creative approaches to
problem-solving. Furthermore, authentic problem-solving in PBL nurtures students’
adaptability and the application of their knowledge in different contexts.

3. Interdisciplinary collaboration
Another significant benefit of Project-Based Learning (PBL) in higher education is
the enhancement of teamwork and communication abilities through
interdisciplinary collaboration. PBL provides a platform for students to engage in
collaborative work across diverse disciplines, fostering valuable skills for their future
endeavours. Collaborative projects require students to work together, developing their
interpersonal skills and learning to communicate effectively (Kapp, 2019). By working
on interdisciplinary projects, students are exposed to different perspectives and
approaches, enabling them to develop essential teamwork and communication
abilities.PBL also creates opportunities for students to appreciate the value of diverse
perspectives and to learn from their peers. Interdisciplinary collaboration in PBL
encourages students to think critically, learn from others, and build upon each other’s
strength (Aksela & Haatainen, 2019). By working in diverse teams, students gain a
deeper understanding of complex issues and learn to leverage the unique skills and
knowledge of their peers.

Related Study
Project is the word that distinguishes PBL from other instructional approaches, and this can be
defined as “an act of creation over time” (Lenz et al., 2018, p. 67), involving students in a
constructive investigation (Thomas, 2020). A project gives students hands-on opportunities to
work with concepts from course materials, discuss their approach in peer groups, and present
their work (Johnson, et al 2019). There are two essential components of project, a question,
which serves to organize and drive learning activities; and products/artifacts, which are
representations of students' solutions resulting from the activities used to address the driving
question. Accordingly, PBL has several fundamental features or essential characteristics, as
follows (Bender, 2019) inquiry, guided by the driving question, meaning that students ask
their own questions, perform investigations, and develop answers; student voice and choice,
meaning that students are allowed to make some decisions about the products to be
constructed and how they work; revision and reflection, in which students have opportunities
to use feedback to make their products better, and think about what and how they learn; and
a public audience, to which students present their work. In general, students work together,
autonomously and purposefully, toward the completion of a project (Dado & Bodemer, 2018).
 CHAPTER 3

Research Design
A qualitative research methodology is used in this investigation. To be more precise, this
study employs a related sort of research to look into the data collected to ascertain the
effectiveness of project-based learning in improving the academic performance of students. In
order to gather data for the study's aims, questionnaires would be utilized as the research
instrument. The questionnaire that was given to the respondent served as the basis for data
gathering.
Research Locale
This study will be conducted at Malangas National High School, a public high school in
Malangas which is located at Fr. Larea St. Poblacion, Malangas Zamboanga Sibugay. The
researchers chose to perform the study there since the chosen respondents were the students
of the public school.

Research Participant
The research participants for this study will be grade 10 students of Malangas National High
School enrolled in the academic year 2024-2025. The research participants will randomly
selected.
Sampling Technique
This study will use simple random sampling technique. Simple random sampling is a type of
probability sampling in which the researcher randomly selects a subset of participants from a
population. Each member of the population has an equal chance of being selected. Data is the
collected from this random subset.

Research Instrument
The primary instrument of this research will be the researcher themselves, who will
personally conduct interviews to obtain essential data for the study. Serving as the primary
instrument, the researcher will craft close- ended questions for the interview, aiming to
extract specific responses from the participants. Furthermore, the interview questionnaire will
undergo rigorous validation by research expert to ensure alignment with the research
problem statement, this enhancing the reliability and relevance of the study's objectives.

Data Gathering Procedure

In gathering the data, the researcher will conduct face to face interviews in private location,
using simple validated questions. Responses are transcribed, and qualitatively analyzed for
insights. Additionally, participants feedback will be sought to further validate the findings and
enhance the study's credibility.

Data Analysis
In order to ask questions that are simple to respond to and collect data, the researchers
would distribute the questionnaire and personally respondents responses indicating the
significant relationship between the effectiveness of project-based learning in improving the
academic performance of Grade 10 students of Malangas National High School when
collecting the data. The taking frequency of each item calculated by the researchers, who
then divided it by the total number of respondents to determine the percentage distribution
for each response. The sum would then multiplied by 100 percent.

Ethical Considerations
The researcher will apply the principles of ethical considerations developed by Bryan and
Bell (2007). In regard to the involvement to this study, the participants will not be subjected
to harm in any ways. Prior to the study full consent will be obtained from the participants, the
students and teachers of Malangas National High School. In addition, the protection of the
privacy of research participants will be ensure. Voluntary participation of respondents in the
research will be treated very important. Moreover, they have rights to withdraw from the
study at any stage if they wish to do so. In handling the data, adequate level of confidentiality
will be ensured. Any form of misleading information, as well as representation of primary data
findings in a biased way will be avoided. On the other hand, maintaining the highest level of
objectivity in discussions and analyses throughout the research will be considered.
Furthermore, affiliations in any forms, sources of funding, as well as possible conflicts of
interest will be declared. Lastly, any type of communication to this action research will be
done with honestly and transparency.
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