EFFECTIVENESS OF PROJECT-BASED LEARNING IN GENERAL BIOLOGY

AMONG STEM 12 STUDENTS OF MATALAM HIGH SCHOOL

DAREN JANELLE JOY TAGOLIMOT

LYNARD LUIS C. BUSTAMANTE

AYESHA NHOELLE SANCHEZ

KIAN ASHLEY A. NENIEL

KATHERINE S. RAGUS

BAINESSA D. TADO

HAIRAH L. BUTCH

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS

 MARCH 2024

CHAPTER I

INTRODUCTION

Background of the Study

Project-based learning (PBL) has emerged as a pedagogical approach

designed to foster deeper understanding and application of knowledge among

students. This is an instructional technique that transforms learning from ‘teacher

telling’ to ‘student doing’ in which students are provided with task based on

challenging questions or problems that involves the students problem-solving,

decision-making, meaning-making, investigative skills and reflection , that

includes teacher facilitation but not direction. Project based learning has the

following advantages that makes it stand out among other pedagogies; it

engages learners, boosts cooperative learning skills, improves academic

performance, develops high order thinking skills and builds positive relationships

between students and teachers. This makes the technique suitable instruction

model in the Biology because the topic requires content knowledge, problem

solving and creative thinking skills for it to be well understood by learners. In

addition, project-based learning is an effective means of improving biology

education and STEM Education. By increasing participation, students’ science

literacy and problem-solving skills will help develop the confidence and academic

foundation necessary for success in higher education.

 Active learning is essential in classrooms, requiring students' mental

involvement and participation. Merely explaining and demonstrating concepts

without active engagement from learners does not foster lasting understanding.

Students must actively engage with ideas, solve problems, and apply their

knowledge for effective learning. A research gap exists regarding the

effectiveness of project-based learning (PBL) in general biology among STEM 12

students at Matalam High School. Existing research lacks descriptive

perspectives, generalizability, and qualitative data. To address these limitations,

researchers should broaden their scope, include descriptive analyses, and

explore PBL effectiveness in various educational contexts. These efforts aim to

enhance learning outcomes at Matalam High School and similar educational

settings.

A vast amount of information is gathered to create the key features of

project-based learning to be used as a teaching method. A study in the United

States by McLeod (2015), Discovery learning is the idea children learn best by

actively exploring and physically doing. The findings revealed that PBL

significantly improved students' understanding of biology concepts and increased

their motivation to learn, highlighting the efficacy of PBL in promoting deeper

learning experiences. Similarly, in a study conducted in China by Xie et al.

(2019), researchers examined the effects of PBL on students' problem-solving

abilities and conceptual understanding in STEM subjects, including biology. The

results demonstrated that PBL enhanced students' problem-solving skills and

facilitated the application of theoretical knowledge to real-world scenarios,

underscoring the potential of PBL to foster interdisciplinary learning.

Furthermore, a meta-analysis in United States by Hmelo-Silver et al. (2015)

synthesized findings from multiple studies on the impact of PBL in science

education. The analysis revealed consistent evidence supporting the positive

effects of PBL on student engagement, critical thinking, and content knowledge

acquisition across diverse student populations and educational settings.

The goal of this study is to assess the effectiveness of project-based

learning in enhancing the understanding and knowledge retention of general

biology concepts among STEM 12 students at Matalam High School. The

general objective of the study is to know the effectiveness of project-based

learning enhancing the General Biology. This study is beneficial to STEM

students as it will provide insights into the effectiveness of project-based learning

in enhancing the learning. Additionally, the result of this study can help educators

at Matalam High School and other institutions to develop more engaging and

effective teaching strategies for STEM subjects.

Statement of the Problem

This study aims to investigate the effectiveness of project based learning

in biology of grade 12 STEM students. Specific questions that the researchers

aim to answer are the following:

1) What is the effectiveness of project-based learning in enhancing General

Biology understanding among STEM-11 students?

1.1 Pre and Post Assessments

1.2 Problem Solving Skills

2) What is the effectiveness of project-based learning in fostering critical thinking

skills and scientific inquiry abilities among STEM-12 students in the context of

General Biology education?

2.1 Project Analysis

Scope and Delimitations

The study delves into the effectiveness of project-based learning (PBL)

specifically within the field of biology education among Grade 12 STEM students

at Matalam High School. It determine how PBL is implemented in the biology

curriculum, examining the types, frequency, and duration of projects undertaken

by students. The research aims to assess the impact of PBL on various facets of

student learning, including academic performance, critical thinking skills,

engagement, and motivation. Data collection methods surveys and evaluation to

provide comprehensive insights into the effectiveness of PBL in the biology

classroom. This study is geographically bound to Matalam High School and does

not purport to generalize findings to schools in different regions or settings. It

specifically targets Grade 12 students enrolled in the STEM track, excluding

students from other academic tracks. While the primary focus is on biology
education, other subjects within the STEM curriculum are not within the scope of

this research. The study will be conducted within a defined timeframe and does

not account for long-term effects of PBL beyond the duration of the investigation.

Additionally, constraints such as limited resources, including time, budget, and

availability of materials, may influence the depth and breadth of the study's

findings.

Significance of the Study

This study aims to investigate the effectiveness of project-based learning

in general biology among STEM-12 students. The findings of this research will

directly benefit the students by enhancing their understanding and application of

biological concepts through hands-on projects, fostering critical thinking,

problem-solving skills, and collaboration. It will empower them to actively engage

in their learning process and prepare them for future academic and professional

endeavors in STEM fields.

To the Students. This study holds significance for STEM-12 students as it

provides insights into the effectiveness of project-based learning in general

biology. Understanding the impact of this teaching approach can enhance

students' learning experiences, foster deeper comprehension of biological

concepts, and cultivate critical thinking and problem-solving skills essential for

future STEM endeavors.

To the Teachers. The findings of this study offer valuable guidance to biology

educators, empowering them to optimize their teaching strategies by

incorporating project-based learning methods. By understanding the

effectiveness of this approach, teachers can tailor their instructional techniques

to better engage students, promote active learning, and facilitate meaningful

connections between theoretical knowledge and practical application in biology

education.

To the School Administration. This research contributes understanding of

innovative pedagogical practices and their impact on student learning outcomes.

By recognizing the benefits of project-based learning in general biology, they

advocate for its implementation within the curriculum, promote collaborative

initiatives among faculty members, and foster a supportive educational

environment conducive to student success in STEM disciplines.

To the Future Researchers. The outcomes of this study serve as a valuable

foundation for future research endeavors exploring the efficacy of project-based

learning across various academic domains and student populations.

Researchers can build upon these findings to investigate additional factors

influencing the implementation and effectiveness of this instructional approach,

thereby advancing scholarship in the field of STEM education and informing

evidence-based pedagogical practices globally.

Definition of Terms

Assessment Tools- Instruments or measures used to evaluate the outcomes

and impact of project-based learning activities in biology, which may include

tests, quizzes, rubrics, surveys, and performance assessments.

Biology- The branch of science that deals with the study of living organisms,

encompassing various topics such as cellular biology, genetics, ecology,

physiology, and evolutionary biology.

Effectiveness- The measure of the degree to which project-based learning in

biology impacts Grade 12 STEM students, typically assessed through academic

performance, critical thinking skills, content mastery, and retention rates.

Learning Outcomes- The specific knowledge, skills, and competencies that

Grade 12 STEM students are expected to gain from participating in project-based

learning experiences in biology, such as problem-solving abilities, critical thinking

skills, and content mastery in biological concepts.

Project-Based Learning (PBL)- An educational approach where students

engage in hands-on, inquiry-based activities focused on biology, allowing them to

investigate real-world problems, conduct experiments, and develop solutions

collaboratively.

STEM Education- An interdisciplinary approach to learning that integrates

concepts and skills from science, technology, engineering, and mathematics,

aimed at fostering innovation, problem-solving, and analytical thinking among

students.

Student Engagement- The level of involvement, interest, and active

participation demonstrated by Grade 12 STEM students during project-based

learning experiences in biology, reflecting their motivation, curiosity, and

enthusiasm for the subject matter.

Teacher Facilitation- The role of educators in guiding and supporting Grade 12

STEM students through project-based learning activities in biology, including

providing resources, scaffolding instruction, and facilitating discussions to

enhance learning outcomes.

 CHAPTER II

REVIEW OF RELATED LITERATURE

A method in attaining knowledge in schools is the continuous growth and

improvement to ones' self to maximize the way students learn every day in order

to improve teaching-learning means and give perspectives to the following

generation of learners. More recent research shows that Project-based learning

is a student-centered, pedagogical approach that follows an inquiry cycle based

on five elements: a challenging problem or question, authenticity, student voice

and choice, critique and revision, and a public product. Dias et al. (2017).

The implementation of project-based learning method acts as an

instructional approach not just to classroom teaching, but also with students'

learning. It is established to allow learners to engage in the exploration of real-

world problems for them to derive necessary and relevant educational

experiences. Cervantes et al. (2015). Another study by McLeod (2015), learning

through self discovery is the idea in which children can learn best in a way by

actively exploring and physically doing.

 According to M. Karpudewan, J. Ponniah, AN Md. Zain,. The Asia-Pacific

Education., (2016) Springer. This quasi-experimental study aimed to assess the

impact of project-based learning (PBL) on energy literacy among secondary

school students, given the increasing demand for energy literacy due to

globalization and rapid industrial development. By testing null hypotheses related

to knowledge, attitudes, behavior, and beliefs regarding energy, the study

investigated the effectiveness of project-based energy learning. Results

suggested that effective teaching approaches, such as project-based learning,

can indeed enhance energy literacy among secondary school students, providing

valuable insights for energy education strategies in response to societal

demands for sustainability.

Balemen and Ozer Keskin (2018) conducted a meta-analysis to evaluate

the efficacy of Project-Based Learning (PBL) in enhancing academic

performance across various scientific disciplines and educational levels. By

reviewing 48 relevant studies in fields such as physics, chemistry, biology, and

general science, they determined that PBL yielded a substantial effect size of

1.063 in science education. This indicates an 86% greater effectiveness

compared to traditional learning methods, as per Cohen's criteria. Their findings

underscored the consistent effectiveness of PBL across different subjects,

educational levels, and sample sizes, suggesting its superiority over conventional

teaching approaches in promoting academic success in science education. This

quasi-experimental study at Uludağ University's Science Education Department

examined the impact of Project Based Learning (PBL) on scientific process skills
among 37 second-year pre-service teachers. Using a 28-question assessment

tool covering 11 process skills, the study found no significant overall differences

in scientific process scores between the PBL-instructed test group and the

control group. Within the test group, those taught biology with PBL exhibited

improved proficiency in specific skills such as estimating, hypothesizing, variable

determination, measurement, correlation, data recording, test design, and

interpretation. No enhancement was observed in skills related to classifying,

observing, and data interpretation. This suggests that PBL's effectiveness varies

across different scientific process skills, providing valuable insights for science

education and teacher training. IOJES (2013).

According to Johnson and Johnson (2019), PBL provides opportunities for

students to actively construct their understanding of complex biological concepts

through hands-on investigations, problem-solving tasks, and collaborative

projects. This active engagement fosters a deeper appreciation for the

interconnectedness of biological phenomena and encourages students to

develop a more holistic understanding of the natural world.

Furthermore, research by Bell et al. (2015) highlights the role of PBL in

promoting the development of critical thinking skills and scientific inquiry abilities

among students. Through inquiry-based projects in biology, students learn to

formulate research questions, design experiments, analyze data, and draw

evidence-based conclusions, thereby strengthening their ability to think critically

and engage in authentic scientific inquiry.

 Moreover, studies by Krajcik and Shin (2016) emphasize the importance

of aligning project-based learning experiences with the Next Generation Science

Standards (NGSS) to ensure coherence and rigor in biology education. By

integrating NGSS-aligned PBL units into the curriculum, educators can provide

students with opportunities to explore disciplinary core ideas, crosscutting

concepts, and scientific practices within the context of real-world biological

phenomena.