Project Based Learning as An Assessment Tool for Students with Special Needs: Its Acceptability

AUTHOR(S)

MARCELINO T. PESIGAN JR.

ABSTRACT

— This study aims to determine the teacher’s perspective on using Project Based Learning as an assessment tool for students with special needs. The researcher will employ quantitative descriptive research design. The study conducted at Division of Mabalacat Pampanga, during this school year 2022-2023.The researcher will utilize total enumeration techniques and was limited to the participation of all SPED Teachers in Division of Mabalacat Pampanga as respondents. Weighted Mean, Standard Deviation and Pearson-r Correlation and Coefficient utilized in the study. The study found that age, sex, number of years in teaching special education, educational attainment, and mean assessment of the criteria for implementing Project Based learning have the highest associations in assessing student learning. Rules and guidelines can be proposed to formulate and utilize PBL for students with special needs, including creating a plan, creating a schedule, analyzing the outcome, and examining the experience. Most SPED teachers aged 26-30 have 4-6 years of teaching experience, with female teachers having a larger number. Project-based learning (PBL) is an important model for learning in the future of education, as it helps educators foster collaboration, critical thinking, problem-solving, and positive attitudes. Rules and guidelines for formulating and using PBL include creating a plan, making a schedule, keeping an eye on the students, and analyzing the outcome. The findings of the study will serve as the basis for future researchers in designing project-based learning and rules and guidelines in formulating and utilizing PBL for students with special needs. Keywords — Project Based Learning, Students with Special Needs, Special Education