PROJECT-BASED LEARNING IN SCIENCE: EFFECTS

ON STUDENTS’ SCIENCE PROCESS AND

21ST - CENTURY SKILLS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 1010-1019
Document ID: 2023PEMJ922
DOI: 10.5281/zenodo.8166219
Manuscript Accepted: 2023-18-7
Psych Educ, 2023, 10: 1010-1019, Document ID:2023 PEMJ922, doi:10.5281/zenodo.8166219, ISSN 2822-4353
Research Article

Project-Based Learning in Science: Effects on Students’ Science Process and

21st - Century Skills
Renee Rose Corbano-Reyes*
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine the effects of integrating Project-based learning (PBL) on the Science
Process Skills and 21st - Century Skills of Grade 11 students at Rizal High School in Pasig City
during school year 2022-2023.The researcher used an explanatory sequential design with three phases
and a triangulation approach in data analysis. There were 23 Grade 11 ABM student participants and
30 Science teachers who were chosen as respondents for this study. The researcher recorded the
students' scores in the pretest and posttest for the comparison of data, the Science teachers' rating on
the PBL lesson plan, and the ethnographic evaluation. The researcher also interviewed the Science
teachers on their comments and feedback on the implementation of PBL in Science class.Based on
the results, both the Science experts and teacher respondents perceived the extent of integration of the
Project-Based Learning as Highly Integrated (HI) in Earth Science based on the Gold Standard PBL
Framework. In addition, there was no significant difference between the perception of the two groups
of respondents. Meanwhile, there was a significant difference between the pretest and posttest scores
of Grade 11 student respondents before and after exposure. The teacher respondents remarked that
they want to receive training on Project-Based Learning approach since it is interesting and can be
implemented in other subjects. The respondents also mentioned that the strategy allowed the students
to have more time in meeting their groups to plan, discuss, and create their projects.

Keywords: project-based learning, science, senior high school

Introduction Grade 3 level. The Science process skills include

The global pandemic caused by the Coronavirus
disease has affected not just the economy of all the
countries but the education sector, too. Other countries
especially those in the first world were able to conduct
the online distance learning effectively, but those
countries like the Philippines struggled in the new
educational system. Due to this, the goal of the
Filipino educators to achieve higher quality education
is still in shambles.
In the 2018, Programme for International Student
Assessment (PISA) where the Philippines joined for
the first time, the country ranked the lowest in reading
comprehension and second to the lowest in Math and
Science (Department of Education, 2019). This result
gave the urgency for the educators and the Department
of Education to address the issues and gaps in the
teaching and learning process. The essential skills
were in jeopardy during the online distance learning in
the Philippines. The students were unable to
experience doing most of the activities because they
were not in school and there were limited to no
materials available in their homes.
Science process skills are introduced and taught at the
start of learners' education. It is included in the
curriculum of the grade-schoolers when they start
having the Science subject, which is when they reach
observation, communication, classification,
measurement, inference, and prediction. These skills
are the cornerstone for the use of scientific
methodologies and are the building blocks of critical
thinking and inquiry.
Aside from the Science process skills, another set of
skills necessary for the students to have is the 4Cs of
the 21st-century skills. This includes communication,
collaboration, critical thinking, and creativity. Not
only are these skills vital on their own, but when they
are combined, students are better able to solve issues,
collaborate, and come up with solutions.
The integration of these skills was already present in
the methods and strategies of the teachers. Though it is
not stated specifically in their lesson plans, the
activities and tasks they give out to students are in line
with developing these skills. However, since the
pandemic started, and everyone is working in front of
their gadgets (laptop, computer, smartphone, or tablet)
students no longer have the opportunity to personally
interact with their teachers and classmates. The large
wall of virtual communication and discussion has
somehow lessened their opportunity of enhancing their
21st-century skills. Le Thu (2020) re-examined the
"four pillars of learning" in the perspective of 21st
Century Skills (21CS) and what it implies in the
Covid-19 pandemic. While digital and socio-emotional
skills have grown increasingly important for remote

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Research Article
learning and the future workforce, resilience has yet to
be fully integrated into a 21CS framework.
Adapting to these kinds of situations should trigger the
update of 21st-century skills and their framework.
Now that the schools are gradually opening and
welcoming the students and teachers, it is necessary to
make modifications to the methods and strategies of
teachers to catch up on the rising demand for digital
and socio-emotional skills. Using a variety of methods
to determine which one can best develop these skills is
vital to every teacher. The one method that is now
popular, though it is not a new method, is the project-
based learning (PBL) method.
PBL starts at the onset of the semester, the teacher will
ask the students to give a driving question (not
answerable by yes/no and should be based on his/her
experience in the environment/surroundings) and from
there, they will be the one to investigate and analyze a
problem, and to think of a solution. The final product
is presented at the end of the semester. It is very
different from the usual "school project" or "activity"
where it can be done in a short period of time. PBL
takes some time to be accomplished since the students
will be involved in the community, learn from it and
be part of the solution.
Project-based learning is also used in the Philippines.
Though not widely used, the idea relative to PBL is
seen. The current curriculum used by the Department
of Education (DepEd) in the K-12 curriculum is
student-centered and built around the needs of the
learners and the community. This is the same as the
goal of the PBL. However, it is not directly applied.
As mentioned, PBL is different from the usual "school
projects" or "classroom activities" which are the ones
commonly seen in the lesson plan. Though the PBL
teaching method still includes the traditional lectures,
the project is focused mainly on learning by
experience which will give the students a deeper
understanding and knowledge about the subjects they
are studying. It also includes thorough research,
critical thinking, and analysis. In this regard, the
researcher attempted to determine the effects of PBL
on the improvement of the Grade 11 students' Science
process and 21st-century skills.
Research Questions
This study aimed to determine the effects of
integrating Project-based learning (PBL) on the
Science Process Skills and 21st-century Skills of
Grade 11 students at Rizal High School in Pasig City
during school year 2022-2023. Specifically, this study
Renee Rose Corbano-Reyes
sought to answer the following questions:
1. What preferred priority topics in Grade 11 Earth
Science could be developed into Project-Based
Learning activity plan as perceived by the Science
teacher respondents?
2. What is the extent of integration of Project-Based
Learning in teaching Grade 11 Earth Science based on
the gold standard PBL framework as perceived by
Science experts and teacher respondents?
3. Is there a significant difference between the
perception of the two groups of respondents on the
extent of integration of PBL in teaching Grade 11
Science using the Gold Standard PBL framework?
4. What is the level of the students' Science process
skills based on the pretest and posttest before and after
the implementation of Project-based Learning in terms
of:
4.1 Observation;
4.2 Classification;
4.3 Measurement;
4.4 Inference;
4.5 Prediction; and
4.6 Critical thinking?
5. Is there a significant difference between the pretest
and posttest scores of the Grade 11 students?
6. What is the level of the students' 21st-century skills
based on the ethnographic evaluation of the teachers in
the implementation of Project-Based Learning?
7. What are the comments and feedback of the teacher
respondents on the implementation of Project-Based
Learning?
Literature Review
Project-based learning (PBL) is not a newly
discovered approach, rather it is an existing approach
that started over a hundred years ago. The idea
originally came from John Dewey regarding the
engagement of learners in real-life and meaningful
tasks and problems that emulate how experts strive in
real-world situations. Project-based learning
sometimes referred to as "experiential learning" or
"situated learning" which boils down to a specific idea
that students learn best when they experience it.
Looking at the current status of PBL, a lot of schools
and institutions worldwide are directly adapting it.
They are integrating it into the curriculum and studied
the comparison to the one they are using (Terada,
2021).
The schools that integrated PBL in their curriculum
have shared their experiences. Fultz (2021) stated that
social sciences and STEM classes can be integrated
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using the PBL approach. Learners can get the issues
and problems of society through their lectures (social
science) and then follow scientific process to
investigate them and offer a solution. Additionally,
PBL cannot only be applied in high school but also
early education and lower grade levels. Terada (2021)
quoted the words of Barbara Schneider, a professor,
that PBL in Science showed consistent remarkable
results across elementary and secondary schools in
Science achievement.Aside from the Science Process
Skills (SPS) that educators want to enhance using
PBL, another target is the 21st-century skills (21CS).
In today’s generation, learners are expected to be
equipped with these skills. Without these, they will
struggle to compete with other people especially if
they want to work abroad. Swartz (2020) explained
that finding answers through the PBL process involves
all the 4C’s of 21CS.
Moreover, it was mentioned that PBL is mostly done
in groups which means that they must have good
teamwork. Teamwork or collaboration is one of the
abilities in 21CS. Carreño (2018) assessed that one of
the disadvantages of PBL is groupings. He said that
students who are not into socialization or have no
experience in group work may have difficulties with
communication. On the contrary, McDowell (2020) &
Rubrica (2018) argued that since PBL is mostly
collaborative, it helps the learners (especially the
introverts) to build their confidence in communication
from smaller groups to classroom-size discussions.
PBL includes sharing ideas not just within the group
but also with other people which would expose the
learners to other people's feedback. This sharing of
ideas can fall under the communication ability under
both SPS and 21CS.The study of Triana, Anggraito &
Ridlo (2019) aimed to analyze the effectiveness of
environmental change learning tools based on Project-
Based Learning on students' 4C skills. They utilized
the one-group pretest-posttest design and used
syllabus, lesson plans, teaching materials, student
worksheets and evaluation tools as research
instruments. The findings of this study revealed that
learning tools based on STEM-PBL were effective
against students' 4C skills.
Focusing on the 4Cs as well, the study of Budiarti,
Ferguson-Patrick, Macqueen, & Reynolds (2021)
aimed to identify Project Based Learning in
extracurricular activities as a promising method to
incorporating the 4Cs in an authentic and sustainable
manner. Their respondents are teachers and students
and these two sets had different views of their level of
attainment of the 4Cs. Their results showed that the
global PBL method enhanced the teacher planning.
Renee Rose Corbano-Reyes
Moreover, they revealed that in one project, it was
clear that learner-centered, constructivist, and
reflective methods to teaching and learning promoted
all 4Cs.
Another reviewed study, conducted by Bhakti, et al.
(2020) proved that PBL is effective in improving the
Science process skills of STEM students. They aimed
to investigate the influence of Project-Based Learning
that integrates with science, technology, engineering,
and Mathematics (STEM) in improving the students’
Science process skills. They used an observation sheet
and a subjective test through experimental method.
Their findings revealed that learners had all indications
of Science process skills (SPS) that are in the good
group. Learners respond positively to learning because
they feel more understood, which increases motivation
and enthusiasm in studying. Aside from the mentioned
instruments, they also used tests in determining the
level of students Science process skills.Sitompul and
Mursid (2020), used the same method of one-group
pretest/posttest, quasi-experimental research and in
Science subject in their study that aimed to determine
the effect of applying Project-Based Learning
approach on the students’ Science process skills on the
material structure of animal and plant cells. Using t-
test as the statistical analysis tool, they revealed
undeniably PBL is effective in enhancing the SPS of
learners.
Moreover, the quasi-experimental research of
Delostrico (2019) aimed to established what PBL
approach in teaching Chemistry can contribute to
learner’s skills. He compared PBL to the conventional
approach of teaching using tests. Using the t-test and z-
test formula, the results showed that PBL is an
effective approach in teaching Chemistry since the
learners showed improvement in academic
performance.Lastly, the study done by Apritado, et al.
(2022) assessed PBL as an approach to facilitating the
experiential learning in Science instruction of the
private secondary institutions. They used a self-made
questionnaire validated by experts to evaluate the
teachers who used the PBL approach. To analyze the
results, they used standard deviation and weighted
mean. It was revealed that PBL approach helped
teachers learn and utilize different management
processes and strategies in the real world as they
accomplish their projects.
Methodology
This study used the explanatory sequential design
which is a four-phase mixed method design that is
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usually used when the researcher wants to support the
quantitative results of the initial phase. Edmonds and
Kennedy (2017) explained that when a researcher
wants to follow up on quantitative findings with
qualitative data, an explanatory design is used. As a
result, the qualitative data is used in the interpretation
and clarification of the quantitative data analysis
results. In many cases, a generic qualitative design is
used in explanatory techniques because the
quantitative design is the focus.
For the quantitative type, there were four (4) phases
where the researcher used different design for each
phase. The first one is the survey design. In this phase,
preferred priority topics of teachers for the subject
Earth and Life Science were identified. Survey
research refers to the process of gathering data from a
group of people by asking them questions. Next, is the
evaluation design. Ten (10) Science experts (Master
Teachers) and 20 Science teachers (Teacher I to III)
assessed the extent of integration of PBL in Grade 11
Science through the PBL lesson plan. The third phase
for quantitative design is the one-group pretest-posttest
design which is a type of pre-experimental research. In
this design, the outcome of interest is measured twice:
once before and once after a non-random set of
p a r t i c i p a n t s is e x p o s e d to a s p e c i f i c
intervention/treatment, which is the Project-based
learning approach. The last phase was the
ethnographic evaluation design. In this phase, the
teachers assessed the 21st-century skills of the students
during the implementation of the PBL in Grade 11
Science through video clips. Classroom ethnography
was used in this phase. This was carried out by
watching the recorded class discussions, reading the
projects, and photos, and observed the students’ 21st-
century skills. For the qualitative phase, the researcher
included the interview questions on the last instrument
(ethnographic evaluation) to collect their comments
and feedback on the implementation of PBL in Grade
11 Science.
Participants of the Study
For phase 1 of quantitative design, the researcher
selected 20 Science teachers to answer the survey on
their preferred priority topics in Earth and Life
Science. They are the Science teachers from the
Schools Division Office (SDO) of Pasig City.For the
second phase, the researcher selected 10 Science
experts (Master Teachers and Head Teachers) and
another 20 Science teachers (Teacher I to Teacher III)
to assess the PBL activity plan using the Gold
Standard PBL framework.For phase 3, the respondents
were Grade 11 students of Rizal High School. The
Renee Rose Corbano-Reyes
researcher only selected one (1) section from the said
level that has Earth and Life Science as their subject in
the first semester of School Year 2022-2023.Also, in
the last phase, 30 Science teachers from the same SDO
assessed the 21st-century skills of students during the
implementation of PBL in their Science subject
through the files sent to them. Moreover, they also
answered the interview questions included in the same
evaluation form.
Instruments of the Study
This study used six (6) research instruments in
gathering data from the selected participants.The
researcher asked the selected Science teachers about
their preferred priority topics in Earth Science using
the priority agenda checklist. The survey included the
agenda from different reliable sources like Department
of Science and Technology and NASA. Additionally,
the curriculum guide for Earth and Life Science from
the Department of Education was attached for their
reference (Appendix D).Another instrument was the
evaluation tool for the PBL activity plan. The
researcher used the 7 steps in the Gold Standard PBL
framework for project design elements which are:
designing and planning, aligning to standards, building
the culture, managing activities, scaffolding student
learning, assessing student learning, and engaging and
coaching.Also, the researcher created a pretest and
posttest aligned with the results of the first instrument
on the preferred priority topics in Earth Science and
Department of Education’s learning competencies and
curriculum guide for Earth Science. There was a
supporting table of specification (TOS) for the tests.
Moreover, these tests have 25 questions each that
measured the Science Process Skills of the
students.More so, to determine the level of the
students’ 21st-century skills, the researcher created an
ethnographic evaluation tool. This is a Likert scale-
type questions that is based on the 4C’s of 21Cs. Each
21st-century skill has 4 statements that describes the
skill. The interview guide was attached or included in
the last part of ethnographic evaluation. These were
interview questions about their comments and
feedback on the integration of PBL in Earth and Life
Science. There were five open-ended questions
included in this instrument.
Procedure
Before the implementation of the proposed teaching
method, and the distribution of any of the research
instruments, the researcher sought the approval of the
Schools Division Office of Pasig City first through
their online portal to conduct this thesis in Rizal High
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School. After the approval, another permission letter recording of the class were stored in a password-
was sent to the School Principal, to allow the protected cloud storage that was only shared to experts
researcher to use the senior high school students as included in this study.
participants in this study. Once approved, the
researcher started the distribution of the letter of
consent to all the parents of the selected respondents Results and Discussion
before starting the implementation.The first step for
this study was the survey on the preferred priority Preferred Priority Topics in Grade 11 Earth
topics of Science teacher respondents in Earth Science.
Science as Perceived by Science Teachers
Their answers were analyzed using weighted mean and
were used as choices of students in proposing their Table 1. Preferred Priority Topics in Earth Science as
projects. The results were also used in creating the
Perceived by the Science Teachers
pretest/posttest for students. From the preferred
priority topics, the students proposed projects and from
those projects, the researcher created the PBL activity
plan. The activity plan was evaluated by selected
Science experts and teachers. After the evaluation, the
implementation of the PBL in class started.
Simultaneously, the researcher analyzed the results of
the PBL lesson plan evaluation and compared the
ratings of the Science teacher-respondents.A pretest
for Earth Science was initially administered and the
data were recorded. After that, the researcher applied
the PBL approach together with the traditional class
discussion and with the guidance of the PBL lesson
plan and weekly home learning plan. Aside from the
quarterly exams and written works, which were the
main measurement of their mastery, the researcher also
administered the posttest to determine the
improvement of the scores from the pretest. After the
posttest, the scores were analyzed and compared to
determine if there were improvements in their
scores.Moreover, the class discussion on the priority
agenda were recorded by the researcher for the Science
teachers to evaluate the integration of PBL to Earth
Science. They were also asked to give feedback on the
said implementation. In summary, though all the main topics got the same
verbal interpretation of Extremely Preferred, it was
Ethical Considerations clearly shown that the third topic, Natural Hazards,
Mitigation, and Adaptation, got the highest general
As part of the ethical procedure, when recruiting weighted mean of 3.93. This result is aligned with all the
respondents for this study, the researcher made it clear research priorities of the sources mentioned on the onset
of the interpretation and on the existing issues the
to all possible participants that they have complete
Philippines are preparing like the preparation on the
freedom to choose whether or not to participate, and Big One, the continuous earthquakes from the different
that they can withdraw from the study at any moment parts of the country, and the regular hazards that the
with no negative consequences.When the list of country face because it its geological location. In the
participants was final, the consent was sent to parents DOST’s harmonized national research and development
after meeting them. The researcher discussed the goal agenda document (2017-2022, pp.40-45), the Sendai
of the study, the risks and benefits of taking part in the framework for disaster risk reduction for 2015 to 2030
study, how long the study would take, and the privacy where the priorities on monitoring and forecasting;
of the data to be collected. They were also informed hazard risk assessment; warning; and proper and timely
response were on the list. Moreover, the result means
that they can withdraw the information of their
that the projects of the selected participants should be
son/daughter by contacting the research or the school under this topic.
head.To be detailed in the data privacy, their shared
information like demographic profile, test scores and

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Extent of Integration of Project-Based Learning in
Teaching Grade 11 Earth Science Based on the
Gold Standard PBL Framework as Perceived by
Science Experts and Teachers
Table 2. Extent of integration of PBL lesson plan as
evaluated by Science experts and Science teachers
. teachers using SPSS. Table 3 shows that the null
In table 2, the Science expert respondents obtained a
weighted mean rating of 4.00, which interpreted as
Highly Integrated (HI) on two standards: assessing
student learning and engaging and coaching. In
assessing student learning standard, the researcher
created five (5) tailor-fit rubrics to evaluate each
project of the students. Having a customized rubric can
create a more unbiased and reliable score for the
presented projects. Aside from the tailor-fit rubrics, the
teacher also included formative assessments in the
class discussion. In engaging and coaching, the
researcher presented the timeframe (budget of work) to
show the consistency of engaging and coaching with
the students. Aside from that, it reflects there how the
time will be managed given the schedule of the class.
The PBL activity plan can be seen in the Appendix D.
The rest of the standards have 3.90 weighted mean
rating from the Science expert respondents.
On the other hand, the Science teacher respondents
gave “aligning to standards” a 3.90 weighted mean
rating which has a verbal interpretation of Highly
Integrated (HI). The rest of the standards have 3.85
weighted mean rating.
Test of Significant Difference Between the
Perception of the Two Groups of Respondents on
the Extent of Integration of PBL in Teaching
Grade 11 Science Using the Gold Standard PBL
Framework
Renee Rose Corbano-Reyes
Table 3. Welch’s t-test Results Using Statistical
Package for the Social Sciences
Table 3 shows the Welch’s t-test analysis of the
gathered rating from the Science experts and Science
hypothesis was retained having a p-value of 0.703
which is greater than 0.05. It means that there is no
significant difference between the mean score of the
Science experts and Science teachers on the
integration of PBL in teaching Grade 11 Science using
the Gold standard PBL framework.
Level of the Grade 11 Students' Science Process
Skills Based on the Pretest and Posttest Before and
After the Implementation of Project-Based
Learning
Table 4. Summary of Results of Pretest and Posttest
Scores of Students per Science Process Skill and its
Interpretation
The observation skill of Grade 11 students increased
from 2.00 (Approaching Proficiency) to 2.91
(Proficient). The classification skill of the students also
increased from 1.35 (Below Proficiency) to 2.48
(Approaching Proficiency). Though its level is
Approaching Proficiency, the increase in the score
cannot be ignored. It has the biggest increase
compared to other skills.
The inference, measurement, and prediction skills also
increased from approaching proficiency to proficient
with the posttest mean scores of 2.78, 2.70, and 2.70
respectively. Lastly, in the critical thinking skill, the
students’ pretest score has a mean of 2.87 and
increased to 3.74 in the posttest which means that the
students’ critical thinking level is now highly
proficient.
In summary, all the Science Process Skills of the
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student-participants have increased after the PBL

implementation which means that using this teaching
approach is effective in improving the SPS of the
students. Table 6. Students’ Level of Communication Skill Based
on the Ethnographic Evaluation
Test of Significant Difference Between the Pretest
and Posttest Scores of the Grade 11 Students in
Earth Science

Table 5. Paired Sample Differences Result using

Statistical Package for the Social Sciences

Table 5 shows the standard deviation difference of

pretest and posttest (3.079) and most importantly, that
there is a significant difference between the pretest and Table 7. Students’ Level of Collaboration Skill Based
posttest scores of Grade 11 student participants in on the Ethnographic Evaluation
Natural Hazards, Mitigation, and Adaptation topic of
Earth Science (t22=7.990, p<0.000). On average as
shown in Table 5, posttest scores were 5.13 higher
than pretest scores (95% CI [6.462, 3.799]).

Based on the results of the data in table 5, the null

hypothesis was rejected. It implies that there is a
significant difference in the pretest and posttest scores
of the student-respondents after the implementation of
Project-Based Learning approach.

Level of the Students' 21st - Century Skills Based

on the Ethnographic Evaluation of the Teachers in
the Implementation of PBL

Table 6 shows that the data in the level of Grade 11
students’ communication skills is Highly Proficient
(HP) as evidenced by the overall weighted mean rating
of 3.40.
In the provided videos and notes, the Science teachers
were able to observe their communication skills.
Through the students’ recitation, group meetings and
planning stage, they were able to share their thoughts
and ideas to their groupmates and to their classmates
with confidence. Moreover, these were observed
whenever they share the updates of their project in
front of the class. The listeners were able to understand
their sharing since they communicate the information
effectively.
Based on the results in Table 7, the collaboration skill
of Grade 11 students is Highly Proficient (HP) based
on the overall weighted mean rating of 3.58. The
teacher respondents observed this skill through the
students’ group meetings and presentations.
They mentioned that the students looked serious
during their group meetings and that most of the
members were able to share their thoughts. The
confidence they gained in the group meetings, where
they freely share their ideas, was also reflected in the
class presentation.

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Table 8. Students’ Level of Critical Thinking Skill
Based on the Ethnographic Evaluation
It can be seen in Table 8 that the students’ level of
critical thinking skill as rated by the Science teacher
respondents is Highly Proficient (HP) as evidenced by
the overall weighted mean rating of 3.41. This may
mean that PBL is indeed helpful in developing the
critical thinking skills of learners.
Table 9. Students’ Level of Creativity Based on the
Ethnographic Evaluation
Table 9 shows that the Grade 11 students were Highly
Proficient (HP) in their creativity skills during the
implementation of Project-based Learning approach in
Earth Science as evidenced by the overall weighted
Renee Rose Corbano-Reyes
mean rating of 3.38 from Science teacher respondents.
This skill was observed together with critical thinking
as they ruminated on the project that they created. One
point noted there was the idea of customizing the trash
bin depending on the classroom’s design so that it will
match the theme.
Table 10. Summary of the Ethnographic Evaluation on
Students’ 21st-century Skills
The data in Table 10 shows that the 21st – century
skills of the student respondents in terms of
communication, collaboration, critical thinking, and
creativity are Highly Proficient (HP) as evidenced by
the weighted mean rating of 3.40, 3.58, 3.41, and 3.38,
respectively.
Comments and Feedback of Teachers on the
Implementation of Project-Based Learning
From respondents’ answers in the interview questions
included in the ethnographic evaluation form, four (4)
themes emerged. The themes are: a lot of groupings
time, can be implemented in other subjects, interesting,
and want to receive training about PBL.
A Lot of Grouping Time
One of the major observations that the respondents
keep mentioning is that the strategy allowed the
students to have more time in meeting their groups to
plan, discuss, and create their projects. With this given
time, they noticed that it gave way to students’
collaboration and communication skills. Through
constant groupings, their critical thinking has
improved as well.
“The classroom regular set up is more on teacher
centered while Project-based learning is students base
learning where the students can express themselves
and enhance their skills to show what they have
learned or they can apply what they know or learned
from a certain subjects.” –Teacher-respondent #3
“…students are working collaboratively by applying
their own knowledge. It also promote critical thinking
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Research Article
while they are exploring their own understanding of
the key concepts.” –Teacher-respondent #6
Can be Implemented in other Subjects
The teachers are interested in using PBL in their own
class and also suggested that it can be used in other
subjects other than Science. Since they observed that
PBL has improved the 21CS of the learners, they
thought of continuously using it to make a huge
improvement to students.
“…learning Science requires a lot of 21st century skills
that includes collaboration, critical thinking, problem
solving, innovation, productivity, creativity and
adaptability. Through these skills, learners can
effectively learn and acquire scientific concepts &
skills.” –Teacher-respondent #6
Interesting
When asked if they want to utilize PBL in their class,
most of the respondents said that they are willing to try
it, though it is challenging and they need training to
correctly implement it inside the class.
“…of course, i am open to new strategies especially if
it is effective.” –Teacher-respondent #15
“…this is new to me but I think this might help me so I
think I will try once I read about it more.” –Teacher-
respondent #23
“…some of the students did know the theory but when
it comes to application they are having a hard time
applying what they have learned from the theory.” –
Teacher-respondent #3
Want to Receive Training about PBL
Together with their interest in utilizing PBL as another
teaching strategy, they want to receive training first
since they knew few information about it. They will be
more confident to use it if they become more familiar
and well-trained. Since they observed the positive
improvement in students’ skills, they want the school
to try it but they have to schedule a seminar or training
to help the teachers learn more about this teaching
approach.
“it can be [utilized] but it would be better to be further
studied and discussed first.” – Teacher-respondent
#13
“…it can be implemented, and I think the school or the
division need to provide training if this will be
Renee Rose Corbano-Reyes
implemented or used.” – Teacher-respondent #2
“… it can be used since it is effective and
improvements can be made when this will be presented
to the faculty.” –Teacher-respondent #1
Based on the interview answers, the respondents
observed the improvement in the students SPS and
21CS which is crucial in students’ learning process.
They are interested in trying this teaching approach
though they emphasized that they must have a training
first to implement it accordingly in their classes.
Conclusion
Based on the results of this study, the researcher
derived the following conclusions: (1)The PBL
activity plan is highly incorporated in the PBL Gold
standard framework and can be integrated and used in
teaching the Grade 11 students. (2) The Project-based
learning approach has helped the Grade 11 student
respondents in improving their Science Process Skills
such as: observation, communication, classification,
measurement, inference, and critical thinking. (3)The
Grade 11 student respondents’ 21st-century Skills such
as communication, collaboration, critical thinking, and
creativity improved after the implementation of
Project-based learning approach.
Based on the findings and conclusions drawn, the
following are the recommended: (1) The PBL gold
standard framework may be integrated and used by
other teachers in developing Project-Based Learning
activity plan (2)Other Science teachers may utilize this
Project-Based Learning approach to determine its
effectiveness. (3) The school administrators may
consider adopting and implementing this teaching
method since this may help in achieving the goal of
producing globally competitive students by training
them to enhance their Science process and the 4Cs of
21st – century skills. (4) Other researchers and
teachers may use this as an additional reference in
considering the implementation or integration of PBL
in the basic education curriculum.
References
Carreño, V. (2018). Project-based Learning. English Language
Learning Studio. Retrieved from https://
englishlanguagelearningstudio.wordpress.com/ 2018/03/12/project-
based-learning/.
Department of Education. (2019). Statement on the Philippines’
ranking in the 2018 PISA results. R et riev ed from:
https://www.deped.gov.ph/2019/12/04/statement-on-the-philippines-
ranking-in-the-2018-pisa-results/.
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Research Article

Fultz, A. (2021, July 1). Combining Social Studies and STEM in a Retrieved from: http://dx.doi.org/10.4108/eai.16-11-2019.2293268.
Project-Based Learning Unit [Video]. Edutopia. Retrieved from
https://www.edutopia.org/article/combining-social-studies-and-stem Terada, Y. (2021). New Research Makes a Powerful Case for PBL.
-project-based-learning-unit. Retrieved from:
https://www.edutopia.org/article/new-research-makes-powerful-case
Le Thu, H. (2020). 21st Century Skills in the time of COVID-19. -pbl.
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https://learningportal.iiep.unesco.org/en/blog/21st-century-skills-in-t Triana, D., Ulung Anggraito, Y., & Ridlo, S. (2020). Effectiveness
he-time-of-covid-19. of environmental change learning tools based on STEM-PjBL
towards 4C skills of students. Journal of Innovative Science
McDowell, M. (2020, November 12). 3 Keys to Making Project- E d u c a t i o n , 9(2), 181 - 187. Retrieved from
Based Learning Work During Distance Learning. Edutopia. https://journal.unnes.ac.id/sju/index.php/jise/article/view/34048.
Retrieved from
https://www.edutopia.org/article/3-keys-making-project-based-learni
ng-work-during-distance-learning. Affiliations and Corresponding Information

Rubrica, R. (2018). An Action Research on Project-Based Learning Renee Rose Corbano-Reyes

and Understanding by Design and Their Effects on the Science Marikina Polytechnic College - Philippines
Achievement and Attitude of Science Students, ERIC Institute of
E d u c a t i o n Sciences. R e t r i e v e d from
h t t p s : / / e r i c . e d . g o v / ? i d = E D5 8 5 2 5 4 .

Sitompul, H., and Mursid, R. (2020). Project Based Learning to

Enhance Students' Science Process Skills in Science Learning.

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