Effectiveness of Project-Based Learning on Science Achievement of Grade 8 Learners at Fidel Zarceno National High School

AUTHOR(S)

RUSSELLE G. FAUSTO

ABSTRACT

— The effects of Project-Based Learning (PBL) on Grade 8 students’ scientific performance at Fidel Zarceno National High School was investigated in this quasi-experimental study. Two full groups—38 students in an experimental group and 37 using conventional approaches—were formed from seventy-five pupils. Over six weeks, both groups examined identical materials in line with the Most Essential Learning Competencies (MELCs), especially with regard to mitosis, meiosis, and genetic inheritance. Pre- and post-tests were a 50-item verified multiple-choice test. Although both groups raised their post-test scores, the PBL group exhibited notably more improvement. Independent samples t-tests found no appreciable variation in pre-test results (p > 0.05), therefore indicating similar baseline knowledge. Comparisons following the test, however, revealed a notable advantage for the PBL group (p < 0.05). For both groups, paired samples t-tests verified notable within-group improvements (p < 0.05); however, the experimental group showed larger effect sizes. Particularly in public schools with limited resources, the results support PBL as a useful and efficient teaching method. It promoted active participation, peer teamwork, and critical thinking. The study emphasizes how PBL might help to close differences between planned curriculum changes and actual classroom environments. It advises more PBL should be used, together with appropriate teacher support and training. Keywords — Project-Based Learning (PBL), Science Achievement, Inquiry-Based Learning, Philippine K–12 Curriculum, Educational Innovation, Rural Public Schools, Critical Thinking, DepEd MELCs, Contextualized Teaching, Instructional Strategies