LEARNING BY DOING: EXPLORING THE EXPERIENCES OF STEM STUDENTS

IN PROJECT-BASED LEARNING

A Research Paper Presented to the Faculty of

Sta. Cruz National High School – Senior High School,

Santa Cruz, Davao del Sur

In Partial Fulfillment of the Requirement in Academic Track

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

(STEM) STRAND

Yana, Llord John Adrianne M.

Robles, Princess Dionah P.

Gonzales, Sheina Lou T.

Maureal, Nicole Marie B.

De La Torre, Lloyd E.

February 2025
 CHAPTER I

Introduction

Background of the Study

Project-Based Learning (PjBL) is widely recognized as a dynamic classroom

approach where students actively engage in exploring real-world problems and

challenges. In PjBL, students undertake projects over an extended period, which

encourages inquiry, critical thinking, and collaboration. Unlike traditional lecture-

based instruction that centers on the teacher and allows students to passively

absorb information, PjBL places students at the heart of the learning process, giving

them the responsibility and opportunity to take control of their education. This

approach aims to address the limitations of conventional teaching methods by

making learning more interactive and relevant to real-life situations. Particularly in

Science, Technology, Engineering, and Mathematics (STEM) education, PjBL helps

students understand complex concepts. However, even with its growing recognition

and adoption, PjBL faces significant challenges globally, including inconsistent

implementation and varying levels of effectiveness (Zhang & Ma, 2023; Noble et al.,

2020).

Around the world, as the modern world continues to progress rapidly in

technology and science, having a strong foundation in STEM education is crucial.

Despite the importance of STEM, many students struggle to stay engaged and apply

what they learn to real-world situations. Project-Based Learning (PjBL) has been

introduced to address these issues by promoting hands-on learning and real-world

applications. However, due to the complexity and diversity of PjBL, its effectiveness
varies significantly (Zhang & Ma, 2023). The impact of PjBL across different

educational systems, especially in STEM, has not been widely explored.

In the Philippines, the Department of Education has been promoting the use

of Project-Based Learning (PjBL) in the STEM curriculum, such as through Science

Investigatory Projects (SIP), to enhance student engagement and learning outcomes

(Camara, 2025). Despite these efforts, the adoption of PjBL has been inconsistent

across schools. PjBL is complex and does not have a single, clear definition or

method used in all STEM schools. As a result, teachers, grade levels, and schools

have different experiences with PjBL (Noble et al., 2020). This inconsistency in

implementing PjBL presents significant challenges for both students and educators,

ultimately affecting the effectiveness of STEM education in the country.

Locally, schools have begun to implement PjBL to enhance students' creative

thinking (Berame et al., 2024). Although PjBL is being introduced, it is not widely

discussed or thoroughly understood within the local educational community. There is

a noticeable lack of studies that explore the specific effects of PjBL on students'

experiences, particularly in the context of STEM subjects. This gap in research

means that the potential benefits and challenges of PjBL are not fully recognized or

addressed, leaving educators and policymakers with limited insights into its

effectiveness. There is a need for comprehensive investigation into how PjBL

influences student engagement, understanding, and overall learning outcomes within

the region.

The urgency of this study arises from the diverse ways in which Project-Based

Learning (PjBL) is implemented and its varying effects on students' experiences. Due

to this diversity, there is a wide range of outcomes in terms of student engagement

and learning. This study aims to explore a specific aspect of this diversity by focusing

on the experiences of students in STEM education. Currently, there is a lack of

comprehensive research that delves into this particular area, making it essential to

understand how PjBL influences student engagement and learning outcomes in

STEM. Addressing this research gap will provide valuable insights into improving

PjBL implementation and its effectiveness in STEM education.

Purpose of the Study

The purpose of this phenomenological study is to delve into students'

experiences with Project-Based Learning (PjBL) and understand its impacts on their

academic engagement and performance. PjBL is an educational approach where

students learn by actively engaging in real-world projects. This study also aims to

identify the challenges and benefits associated with PjBL. By examining students'

personal experiences, the study seeks to uncover both the advantages and

obstacles encountered in PjBL settings, with the ultimate goal of enhancing the

quality of learning among STEM students. Understanding these aspects is crucial for

creating supportive learning environments that foster motivation, value, and a sense

of connection among students. By addressing these challenges and leveraging the

benefits, educators and institutions can develop effective strategies to optimize PjBL

and ensure students can fully benefit from this innovative teaching method.

Research Questions:

This study intends to delve in to the perceptions of STEM students regarding the

negative impact of Project-Based Learning on their engagements and achievements.

1. What specific challenges do STEM students face in project-based learning

within the context of their strand?

 2. What strategies do senior high school students employ to navigate and

overcome the challenges of project-based learning in STEM subjects?

3. What insights can be drawn from the experiences of senior high school

students regarding the effectiveness and obstacles of project-based learning

in STEM strand?

Theoretical Framework

This research is based on the Experiential Learning Theory, developed by

David Kolb (1984). This theory emphasizes that knowledge is created through the

transformation of experience, involving a continuous cycle of four stages: Concrete

Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and

Active Experimentation (AE) (Passarelli & Kolb, 2023). Kolb posits that learners

engage in hands-on activities, reflect on their experiences, form conceptual

understandings, and then apply these concepts in new situations (Koni, 2024). This

approach has significant implications for educational practices, encouraging

strategies that promote active learning, critical thinking, and problem-solving skills,

which are essential for the STEM strand. In the context of STEM and project-based

learning, this theory aligns with the objective of exploring the experiences of STEM

students. By emphasizing the importance of experiential learning and critical

thinking, it provides a theoretical foundation for understanding the situations that

students encounter in project-based learning environments within the STEM strand.

Significance of the Study

The importance of this study lies in its potential to show the overall impact of

Project-Based Learning (PjBL) on student engagement and academic performance.

By looking at both the good and challenging parts of PjBL, this research aims to
make educators and lawmakers more aware of the different aspects of this teaching

method. The study will offer valuable insights into students' experiences with PjBL,

helping guide future research and inform plans to enhance its benefits while

addressing any issues. These findings could play a key role in discussions about

effective teaching methods and provide practical advice to improve STEM education.

Department of Education. Policymakers can develop informed strategies that

enhance the educational experience for STEM students. Understanding both the

benefits and challenges of PjBL allows for balanced and effective educational

frameworks.

School Administration. Insights from the study will enable administrators to design

targeted interventions and support systems, addressing the specific issues faced by

STEM students in PjBL settings. This will help improve overall school performance

and student satisfaction.

Teachers. By understanding both the positive and negative aspects of PjBL,

teachers can take a balanced approach to professional development. This will

enable them to implement PjBL more effectively, ensuring that students receive the

maximum benefit from this teaching method.

Parents. When informed about the specific challenges and benefits of PjBL, can

collaborate with educators to create a supportive and enriching learning

environment. This partnership can enhance student engagement and academic

performance.

Students. Learners will benefit from the study's findings through enhanced skills,

increased confidence, and improved academic performance. By addressing the

challenges of PjBL, the study aims to create a more effective and engaging learning

experience for STEM students.

Future Researchers. The study will provide valuable insights into PjBL, encouraging

further research and application in various educational settings. Future researchers

can build on this study to explore new strategies and approaches to improve PjBL

and its impact on student learning.

Scope and Delimitation of the Study

The primary focus of this research study is to explore the challenges and

impacts of implementing Project-Based Learning (PjBL) on student engagement and

academic achievements, specifically among STEM students. The aim is to assess

how this teaching method influences students' active participation in their learning

process and its potential effects on their overall academic performance within the

context of the current school year. The participants in this study will be exclusively

STEM students enrolled during the academic year 2024 - 2025 at Sta. Cruz National

High School, located in Sta. Cruz, Davao del Sur.

The study will exclude previous academic achievements of the participants,

and data from students in other learning strand or lower grade levels to maintain a

clear scope. The goal is to understand how PjBL influences STEM students'

engagement and success, ultimately providing recommendations for improving

educational practices and boosting academic achievements in the STEM field.

Definition of Terms

Learning by Doing. This approach encourages active engagement, where students

learn by directly participating in hands-on tasks, experimentation, and direct

involvement among students.

Experiences. This refers to the real-world situations that allow students to apply

theoretical knowledge in a practical context. These activities can range from

internships, field trips, experiments, to collaborative work that enhances learning.

STEM Students. These are learners who are pursuing education in Science,

Technology, Engineering, and Mathematics (STEM) field. These students are often

trained to think critically, solve complex problems, and innovate in technical areas.

Project-Based Learning. This teaching method involves students working on a

specific project over an extended period of time, which integrates different subject

areas. It allows students to explore complex questions and produce a concrete

product, fostering creativity and critical thinking.

 CHAPTER III

Methodology

This chapter presents the methodology that will be used to explore the

experiences of STEM students at Sta. Cruz National High School. It details the

research design and the tools employed to ensure that proper data collection

procedures are followed.

Research Design

The researchers used a phenomenological study, a qualitative research

approach that seeks to understand and describe the universal essence of a

phenomenon. Phenomenology is an approach or strategy that aims to capture the

essence of a phenomenon by looking at it from the perspective of individuals who

have actually experienced it (National Library of Medicine, 2019). The researchers

chose a phenomenological research design since it focuses primarily on the first-

hand experiences of individuals, making it suitable for exploring the impacts of

Project-Based Learning (PjBL) on STEM students at Sta. Cruz National High School.

This approach will allow the researchers to gain deep insights into the lived

experiences of students, providing a comprehensive understanding of their

engagement and performance in PjBL settings.

Locale and Period of the Study

 This study will be conducted at Sta. Cruz National High School by the

proponents of this research. The researchers will also gather respondents residing at

Sta. Cruz National High School. The respondents will be interviewed face-to-face

using validated interview guide questions. This study will be conducted in the second

semester of the academic year 2024-2025.

Research Participants

Under this study, the participants will be selected from the STEM strand in the

locality of Sta. Cruz. The researchers will select two individuals from each of the four

sections in Grades 11 and 12 on the senior high campus of Sta. Cruz National High

School. The selection criteria will include students' willingness to participate, their

active involvement in project-based learning activities, and a diverse representation

of gender, academic performance, and socioeconomic background to ensure varied

perspectives. The researchers will follow Bashir's (2020) recommendation for

conducting a phenomenological study, which consists of at least 5 interviews. This

approach will ensure a comprehensive understanding of the participants' various

experiences and perceptions regarding the limitations and challenges of project-

based learning in the STEM strand.

The data from the interviews will then be transcribed exactly as they were

spoken to ensure accuracy. The findings will be reviewed with the participants to

ensure that the interpretations accurately reflect their experiences. The researchers

will read through the transcriptions to find common themes and patterns. These

themes will help understand the main points and experiences shared by the students

(Birt et al., 2016).

Data Sources and Instruments

 This study will consist of conducting interviews with students who have

experienced Project-Based Learning (PjBL) in their senior high school under the

STEM strand. The researchers will gather data through these interviews. The

responses will provide valuable insights into the negative experiences and

perspectives of the students regarding PjBL. This data will help in understanding

how PjBL may negatively impact student engagement and academic performance,

particularly in STEM strand.

Data Collection Procedures

In conducting the research study, the researchers will be collecting

information from the chosen respondents through interviews, in which they will

answer solely. The researchers will prefer conducting interviews over surveys to get

more detailed responses and insights directly from the respondents. The researchers

will ensured that the questions are enough to provide the necessary data needed for

the study, with each questions carefully reviewed and modified by the researchers to

confirm its effectiveness and analyze corrections. After the examination, the

researchers will then proceed with the interview at Santa Cruz National High School,

with participants chosen by the researchers from STEM grades 11 and 12. Evidence

will be taken during the conduct of the study for documentation with permission from

the respondents. The researchers will make sure that the personal information and

identify of each respondents will be kept strictly confidential to protect their privacy

and provide an unbiased and accurate data. After the interview, the collected

answers provided by the respondents will be organized and gathered by the

researchers. This process will involve several steps to ensure the accuracy. The

data will be organized step by step using a documentary on the phenomenon.

Data Analysis

To ensure the accuracy and integrity of the collected information, rigorous

measures were implemented to prevent any misinterpretations or fabrication of data.

The following steps were followed in transcribing and analyzing the data:

Step 1: The entirety of the interview will be thoroughly transcribed and

checked to avoid leaving anything out.

Step 2: Transcripts will be carefully examined and read to authenticate their

validity and transparency. Pronunciations and spellings will be the focal points of the

examination.

Step 3: Transcripts will be re-read in order to recognize significant statements,

keywords, and phrases that will elucidate and disclose important patterns about the

individual's experiences.

Step 4: The transcripts will be re-examined intimately to decipher the context

of the statements. This will allow the researchers to interpret crucial details to

formulate the main idea.

Step 5: The main ideas will be further expanded to discern the themes.

Formulating the theme will include conscientiously comparing the main ideas,
keywords, and interview questions. Other research themes will also be considered

and compared for better results.

Step 6: Finally, the themes that complement the main point will be presented

with experts for further discussions and elaboration. Hereinafter, the findings will be

displayed, analyzed, and discussed in the discussion section.

Role of the Researchers

The role of the researchers focused on exploring and understanding the

different perspectives and experiences of the study participants. Their

responsibilities primarily involved organizing and interpreting the collected data. The

researchers gathered specific comments through thematic affirmations and verbal

communication with the participants. They continuously compared and coded the

data to identify potential patterns and concepts.

Confidentiality and Honesty

The researcher guaranteed the anonymity of the respondents and maintained

their information with the utmost confidentiality to prevent any chance for conflict.

The researcher also pledged to present findings clearly and honestly, without

distorting or manipulating the data to match preconceived beliefs or biases, and to

refrain from accepting fraudulent information in the interest of making research more

effective and trustworthy.

Trustworthiness of the Study

To ensure the trustworthiness of the study on exploring the experiences of

STEM students. The researchers maintained a clear methodology, used multiple

data sources, sought peer review, acknowledged biases, and provided transparency.

These steps enhance the credibility and reliability of the study's findings.

Ethical Considerations

An important ethical consideration when exploring the challenges of Project-

Based Learning (PjBL) for senior high school STEM students is to prioritize their

well-being and avoid adding unnecessary stress or workload. Researchers should be

mindful of the students' existing academic and personal responsibilities, ensuring

that participation in the study does not contribute additional stress. This involves

scheduling interviews at convenient times, minimizing time commitments, and

providing clear explanations of the expected level of participation. Additionally,

researchers should acknowledge and appreciate the students' contributions

appropriately, ensuring that their involvement is voluntary and fair. This approach will

help create a supportive and ethical environment for the research.

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