A COMPARATIVE STUDY BETWEEN SKILLS

-BASED AND PROJECT-BASED LEARNING AMONG

IT STUDENTS
Luis Miguel Atienza.1 Kobe De Jesus 2 and Gian Miguel Vargas 3
1
IT Department, College of Arts and Sciences, San Beda University
Manila, Philippines
20201057@sanbeda.edu.ph
2
IT Department, College of Arts and Sciences, San Beda University
Manila, Philippines
20201777@sanbeda.edu.ph

1. INTRODUCTION
PBL is defined as "a teaching method in which students gain knowledge and skills by
working overtime to investigate and respond to an authentic, engaging, and complex question,
problem, or challenge. PBL can help students improve their communication, critical thinking,
and problem-solving skills in addition to learning the course material. Furthermore, it can
provide opportunities for group collaboration, locating and evaluating research resources, and
lifelong learning, whereas skill-based learning helps students develop problem-solving and
communication skills. Furthermore, learning it improves employability and raises youth income.
1.1. STATEMENT OF THE PROBLEM
This study is an attempt to examine whether Skill base learning is more efficient and
effective than Project-based learning (PBL) particularly for the I.T. students given the reason
that some students prefer to be in a group to lessen one’s workload rather than doing individual
tasks' that may help students hone their skills more efficiently.
• What type of educational learning a student prefers?
• What impact did the students' preferred learning methods have on how they approached
their studies?
• What form of based-learning is most common amongst the two in the research?
In Project-based learning students work on a project for a long time ranging from a week to a
semester that requires students to tackle a challenging subject or solve a real-world problem. By
producing a public product or presentation for a live audience, they showcase their expertise and
abilities while in Skill-based learning, every skill that might have been overlooked or not
acquired in traditional education is laid forth in instruction. After a student learns a new ability,
the student will practice it with a practitioner and/or at home before doing it independently to
show that they have truly mastered the skill.
1.2. OBJECTIVES
The aim of this research is to establish what based learning is the most effective among I.T.
students in other universities. Moreover, this research also aims to provide data to future
researchers to develop learning interventions. By doing so, the researchers’ specific objectives
are:
● to determine what type based learning a student prefers in their education
● to determine how did the students’ approach to education change based on their style of
based learning
● to determine what type based of learning is prevalent among the two based-learning in
the research
1.3. SCOPES AND LIMITATIONS
This study intends to determine the advantages and disadvantages of the two learning
styles and to assess the findings about the preferred learning style of I.T. students. This study
will only cover the two learning styles; the students who will not be participating are those who
belong outside of the I.T. course. Data will be collected among 40 I.T. students from different
universities in Manila that will serve as the basis for the research. The study will be done
through the use of online/physical survey questionnaires as data reference. With the help of this
approach, they will be able to determine whether skill-based learning is much more effective
than project-based learning vice versa in terms of improvement, efficiency, and time-saving
consumption.
1.4. SIGNIFICANCE OF THE STUDY
The findings of this study will benefit to the education in general since it will determine
which type of learning is effective for the students. And it will benefit students particularly to
the I.T. students who are currently taking this course. Thus, schools that apply this approach
derived from the results of this study will be able to determine if it is effective among students
and make the students better. For the researchers, the study will help them explore new
approach that many researchers did not take.
1.5. BENEFITS BETWEEN PBL AND SBL
The alternative method of training, classroom instruction, has been around for a while
and has undergone much structure and style development. Face-to-face training offers several
advantages that its online version does not (Xu and Jaggars, 2016).
The first, and maybe most important, point is that classroom education is highly
dynamic. Traditional classroom learning provides real-time face-to-face education and fosters
creative inquiry. It also allows for faster instructor responses and more customizable curriculum
delivery. Online instruction slows down the learning process because students must limit their
questions to blurbs and give the teacher and other classmates time to respond (Salcedo, 2010).
Online instruction, on the other hand, is likely to become more effective as technology
progresses, boosting classroom interactions and bringing students and teachers closer together.
However, for the time being, face-to-face training provides dynamic learning properties that
internet instruction does not (Kemp and Grieve, 2014).
Second, traditional classroom instruction has a proven track record. Some students are
resistant to change and have negative attitudes toward online learning. These kids may be
technophobes who prefer taking notes in a classroom to learning new knowledge on a computer.
Others may prefer direct communication, pre- and post-class discussions, group learning, and
genuine student-teacher relationships (Roval and Jordan, 2004). They may believe that the
Internet complicates learning. If some students dislike the teaching style, they may avoid class
activities; as a result, their grades may suffer and they may lose interest in studying. However,
pupils may eventually become accustomed to online studying. As more colleges embrace
computer-based instruction, students may be obliged to take only Web-based courses.
Third, in-person training is possible without the need of networked devices. To
participate in online learning, the student must have unrestricted Internet access. If there are
technical difficulties, online students may be unable to communicate, submit assignments, or
access study resources. This issue may irritate the student, impair their performance, and
discourage them from learning.
Fourth, campus education gives students access to research libraries and certified
faculty. Administrators can help students choose courses and make professorial
recommendations. The staff at the library may assist students with editing their papers, finding
useful resources, and developing better study techniques. Resources not available online may be
found in research libraries. Overall, the traditional classroom setting equips children with
crucial support materials to improve academic success.
2.1. REVIEW OF RELATED LITERATURE
2.1.1 PBL is a teaching style that varies by grade level and topic area according to
Mergendoller, Markham, Ravitz, and Larmer (2006), who presented a wide definition of PBL
that takes into account several important factors. They define PBL as "a systematic teaching
technique in which students acquire vital information and life-enhancing skills through a
protracted, student-influenced inquiry process focusing on demanding, realistic questions and
well-planned products and activities." In short, while allowing the students to voice their own
opinions, teachers carefully aim, and control tough assignments in order to help students learn
key components towards their academic journey and develop 21st century skills.

Synthesis: PBL is a teaching style that varies by grade level and topic area according to
Mergendoller, Markham, Ravitz, and Larmer (2006), who presented a wide definition of PBL
that takes into account several important factors. They define PBL as a systematic teaching
technique in which students acquire vital information and life-enhancing skills through a
protracted, student-influenced inquiry process focusing on demanding, realistic questions and
well-planned products and activities.

2.1.2 Higher education institutions have been attempting to equip students with both
hard skills, such as cognitive knowledge and professional abilities (Vogler et al., 2018), and soft
skills, such as problem-solving and teamwork, in recent years (Casner-Lotto & Barrington,
2006). However, because conventional learning is so prevalent and assumes that teachers are
"the transmitter of the knowledge" and students are "the receptor of the information," fulfilling
these skill-related objectives is challenging according to (Alorda, Suenaga, & Pons, 2011, p.
1876). Students find it difficult to fully engage in educational activities as a result, which may
lead to a superficial comprehension of subject-specific information.

Synthesis: This effort is based on studies by some teacher educators who have
attempted to ensure that teachers can advance practices in ambitious directions, so that all
students, particularly those who were previously underserved by schools, can experience
opportunities for rich learning (e.g., Ball & Forzani, 2009; Grossman et al., 2009). Accordingly,
the PBL approach has been referred to by some scholars as a type of teacher education that
focuses on educational experience and the preparation of teachers to follow instruction (Ball &
Forzani, 2009; Grossman et al., 2018). Various PBL techniques have been presented by
scholars, some of which foreground practices or characteristics of specific effective routine
activities in learning such as modeling or discussion facilitation (Ball & Forzani, 2009), whereas
others foreground practices or teachers’ learning experience design that engage beginners in
approximating learning, with the aim of advancement (Schutz et al., 2019; Von Esch &
Kavanagh, 2018).

2.1.3 Project-based learning has received a lot of support as an effective pedagogical

strategy for TPS instruction (e.g., Albanese & Mitchell, 1993; Blumenfeld et al., 1991; Vernon
& Blake, 1993; Williams & Williams, 1997). PBL incorporates students as active agents in a
learning process characterized by recurrent cycles of analysis and synthesis, action and
reflection (Savery & Duffy, 1995). PBL has its origins in constructivist ideas.

Synthesis: That is, the ideas and processes that students engage with are connected to
the lived world rather than being abstracted from it. The solutions students produce are real
solutions from real materials’’ (pp. Recent research examined different facets in the educational
implementation of PBL, e.g., thinking patterns and processes by students dealing with complex
projects(Blumenfeld et al., 1991); reflection and evaluation while designing (Williams &
Williams, 1997); decision making and generation of optimal solutions (Evensen & Cindy,
2000).

2.1.4 Hard skills are the ability to do a job, such as engineering, accounting, teaching,
firefighting, cooking, sewing, and so on (Arat, 2014). Hard skills are quantitative methods to job
management or established practices (Junrat et al., 2014). Soft skills are non-technical talents
that place a greater emphasis on interpersonal, intrapersonal, and behavioral skills required in
any professional context, such as personality traits, social grace, language competence, personal
habits, friendliness, optimism, and personality, among others. Attitude, morality, information
management and lifelong learning, communication and presentation skills, adaptability,
teamwork, listening skills, innovation creation and building, analytical and problem-solving
thinking, professional abilities, and creative thinking skills are all important (Arat, 2004;
Pachauri and Yadav, 2004; Wallapha, 2012; Matteson, 2016).

Synthesis: Attitude, morals, information management and lifelong learning,

communication and presentation skills, adaptability, teamwork, listening skills, innovation
creation and building, analytical and problem-solving thinking, professional talents, and creative
thinking skills are all crucial (Arat, 2004; Pachauri and Yadav, 2004; Wallapha, 2012;
Matteson, 2016). and site of study, such as parks, libraries, at home, on travels, in places to hang
out such cafes, and others. As a result, students become more flexible in terms of when and
where they study, for example, at parks, libraries, at home, on travels, in places to hang out like
cafés, and so on.

2.1.5 According to AC Nielsen Research Services' 2000 research, employers seek

individuals with skills such as creativity, natural talent, communication, problem solving, and
cooperation. According to Seat et al., employers are worried about graduates' performance
skills, also known as interpersonal, communication, and collaborative abilities (2001). Effective
cooperation, in addition to knowledge and talents, is required to handle workplace difficulties,
according to Wulandari et al. (2015). According to Setiawan and Soenarto (2017)'s research,
three competencies have a high degree of need: collaborative skills, self-management skills, and
technological abilities. These are the industry-required effective abilities of vocational education
graduates.

Synthesis: According to AC Nielsen Research Services (2000), employers seek

individuals with skills such as creativity, natural talent, communication, problem solving, and
cooperation. According to Setiawan and Soenarto (2017), three competencies have a high
degree of need: collaborative skills, self-management skills, and technological abilities. They
explain that PBL is a systemic teaching method that engages students in learning essential
knowledge and life-enhancing skills through an extended, student-influenced inquiry process
that is structured around complex, authentic questions and carefully designed products and tasks
Internal Journal of Innovation, Creativity, and Change
 2.2.1 When analyzing SRL behavior, students' use of learning tools for self-regulation
of cognition and behavior is typically taken into account (Garcia, 1995). It is recognized as an
essential component of students' academic development and learning (Corno & Mandinach,
1983). Furthermore, Gitomer and Glaser (1987) proposed that successful problem-space
operation necessitates an SRL strategic response to perceived difficulty, acknowledgment of
knowledge resource restrictions, and taking the time to make modifications. According to
Pintrich and Garcia (1992), the use of SRL by students characterizes SRL. Metacognitive
control mechanisms are defined by their use of deeper processing skills such as elaboration and
planning. According to Pintrich (1995), self-regulation is the purposeful, goal-directed self-
control of behavior, motivation, and cognition for academic assignments by a single student.

Synthesis: By emphasizing some SRL processes and deemphasizing others, a student

may engage in variations of SRL that include resource management, task focus, and recipience.
When analyzing SRL behavior, students; use of learning tools for self-regulation of cognition
and behavior is typically taken into account (Garcia, 1995). According to Pintrich and Garcia
(1992), the use of SRL by students characterizes in which classroom instruction may develop
self‐regulated learners

2.2.2 Whether or not Filipinos are aware of PBL, it has always played an important part
in the country. PBL is being implemented across the curriculum in Philippine educational
institutions, beginning in elementary school. As a result, the educational system aims to give
Filipinos with the skills they need to deal with difficulties in the real world, and potentially even
to make them desirable employees. Students are taught an integrated learning style, notably in
the strategy meant to assist people in acquiring many skills sequentially or continuously while
working on a tough task (Solomon, 2003).

Synthesis: Whether Filipinos are aware of it or not, PBL has always been an integral
component of the curriculum among educational institutions in the Philippines. As far as
English learning is concerned, projects have always had a significant role in the development of
English as a second language among the Filipinos. Even in the early stages of schooling,
students learning English are already exposed to creative projects such as performing a skit,
classroom stage drama production, group reading presentation, song writing and performance,
mock academic debate, writing a comic book, participation in a school newspaper club,
teaching English to peers from less fortunate schools, etc.

2.2.3 It has long been recognized how important student participation is in fostering
intellectual and academic achievement, according to Pascarella and Terenzini (2005). There are
numerous definitions and operationalizations of the concept, some of which emphasize the
behavioral, cognitive, and emotional aspects of student success (Kahu, 2013). Student
engagement has been measured both in the classroom and at the institutional level. Late teens
frequently use a dual process model of cognition when solving problems (Keating, 2004;
Witteman, van den Bercken, Claes, & Godoy, 2009). The first is intuitive thinking, which
operates more automatically and comprehensively and adheres to the tenet "if it feels right, it is
correct."

Synthesis: Late teenagers typically use a dual process model of cognition when solving
problems (Keating, 2004; Witteman, van den Bercken, Claes, & Godoy, 2009). Student
participation has been assessed at both the institutional and individual levels, with the first sort
of thought based on the assumption “If it is right, it is correct”. Late teenagers commonly
employ a dual process model of cognition when problem-solving (Keating, 2004; Witteman,
van den Bercken).
 2.2.4 SRL refers to learning that is motivated by metacognition, strategic action, and
learning (Perry). et al., 2006; Winne and Perry, 2000). Self-regulated students, in particular, are
aware of their academic abilities. They are aware of their own strengths and weaknesses, and
they have a toolkit of techniques for dealing with academic challenges. These students have
incremental beliefs about intelligence, as opposed to fixed conceptions of intelligence. attribute
their successes or failures to factors within their control (such as time spent on a task or
effective use of tactics). (Dweck, 2002). Finally, self-regulated learners believe that
opportunities to tackle difficult tasks, to academic success will result from students applying
their knowledge, working hard, and gaining a good grade. (Perry et al, 2006).

Synthesis: Finally, self-regulated learners believe that opportunities to tackle difficult

tasks, to academic success will result from students applying their knowledge, working hard,
and gaining a good grade. In order to attain desired results, self-regulating learners are said to be
strategic learners who define the needs of a task, put strategies into practice, track their ongoing
progress, and effectively apply techniques (Butler & Winne, 1995; Perry, & Rahim, 2011). by
selecting from their toolbox of learning and problem-solving techniques the most efficient
techniques that best meet a particular task or circumstance (Perry, 2013).

2.2.5 There is no one-size-fits-all methodology or procedure for overcoming these

challenges. We have reached the point where we must rethink the educational system since it is
wrapped in a web of centuries-old educational ideals in order to produce a 21st-century
civilization capable of keeping up with rapid technological advancements and globalization
(Barron & Darling-Hammond, 2008). Teachers require a fresh instructional technique to
overcome the country's educational issue. PBL, or project-based learning, is a system in which
students strive to find answers to critical questions based on real-world difficulties. Its origins
can be traced back to the progressive education movement of William Heard Kilpatrick and
John Dewey. This technique requires students to actively study, analyze, and understand
substantial knowledge in order to answer the critical question that will lead to deeper learning
through active inquiry of real-world problems and challenges (Condliffe, 2016; Iwamoto et
al.,2016; Harmer & Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000; Katz & Chard,
1992).

Synthesis: PBL, or project-based learning, is a system in which students strive to find

answers to critical questions based on real-world difficulties. This technique requires students to
actively study, analyze, and understand substantial knowledge in order to answer the critical
question that will lead to deeper learning through active inquiry of real-world problems and
challenges (Condliffe, 2016; Iwamoto et al.,2016; Harmer & Strokes, 2014; Holmes, 2012; Bell,
2010; Thomas, 2000; Katz & Chard, 1992). Knowledge learned at the level of rote memory
rarely transfers; transfer occurs when the learner knows and understand the concepts and be able
to apply it to solve problems in different situation.

2.2. REVIEW OF RELATED STUDIES

2.1.1 Extended Professional Development in Project-based Learning: Impacts on 21st Century
Skills Teaching and Student Achievement.
According to the study of Hixson et al. (2012), as a strategy for imparting 21st-century
skills, project-based learning (PBL) was a primary emphasis of the Teacher Leadership Institute
(TLI), run by the West Virginia Department of Education (WVDE), from 2008 to 2010. A
summative assessment was started in January 2011 to look at the impact of PBL implementation
on teachers' perceptions of their capacity to teach and evaluate 21st-century skills and on
student accomplishment. The PBL teachers who (a) underwent training at TLI from the Buck
Institute for Education (BIE), (b) were recognized as experienced users because they had
successfully submitted a project to the state's peer-reviewed project library, and (c) used PBL
during the spring semester of SY2011 were the subjects of our survey. A matched group of
teachers with comparable backgrounds and teaching responsibilities who did not use PBL or
who had used it but had little to no professional development and had not taken part in the BIE
training were compared with the survey responses of the final sample of 24 trained PBL-using
teachers. For pupils in the two teacher groups, WESTEST 2 success improvements in
English/language arts, mathematics, science, and social studies were compared. Findings: In
general, there were sizable and statistically significant impact size differences between
instructors who utilized PBL with extended professional development and other teachers in the
sample. The intensively educated PBL-using instructors imparted 21st-century skills more often
and comprehensively than the matched group. This result held true whether or not block
scheduling was used in the schools, throughout the four curriculum areas, and in classes with a
range of performance levels. According to the survey, instructors did not feel that they were as
effective at evaluating the abilities as they were at teaching them. On the WESTEST 2, the
pupils of these instructors fared similarly to a matched group of students who were taught by
teachers who did not use PBL or who had not had significant training. Although these results
did not reveal significantly different improvements, they should allay some instructors' worries
that using PBL may make it more difficult to prepare for standardized tests. This study also
showed how PBL might be integrated into a larger educational environment through its
application in different school settings. Limitations of the study: Any research of this sort that
involves instructors' actively participation in professional development and implementation is
subject to the danger of self-selection bias. Since the survey responses were based on
instructors' evaluations of a "target class," it is possible that they may not correctly reflect the
variety of training that the selected professors gave across all of their course selections. Because
of the very small sample sizes and effect sizes, the achievement test analyses were weak
statistically. Although the difference between the groups was practically rather modest, the
outcome of averaging our data (across content areas) approached significance. the survey
instrument, the 21st Century Skills Frameworks, the recording methods, the index construction
factor analyses, the research question 1 data analysis tables, and the research question 2 data
analysis tables are all attached.
2.1.2 The effectiveness of the Project-Based Learning (PBL) Approach as a way to Engage
Students in Learning
According to the study of Almulla (2020), Project-based learning (PBL) is more
common than ever before, which has sparked major debates over its inception. In contrast to
fostering instruction that is sensitive to students' ideas, PBL's detractors question if emphasizing
the technique assists instructors in employing a technocratic approach to education. As a result,
the goal of this study is to focus on leveraging the PBL approach's efficacy as a technique to
include students in their learning as well as to incorporate literature on the PBL method for
educational objectives. Therefore, the study hypotheses assess how the PBL approach affects
the learning outcomes of disciplinary subject learning, collaborative learning, iterative learning,
and genuine learning, all of which help students become more interested in learning. A
questionnaire was given to 124 instructors who were utilizing the PBL methodology as the
primary way of data collection to accomplish the research goal. The results were obtained using
the quantitative research technique known as structural equation modeling (SEM). The PBL
methodology was proven to significantly influence student engagement through collaborative
learning, disciplinary subject learning, iterative learning, and genuine learning. The findings
demonstrate that through facilitating knowledge and information exchange and discussion, the
PBL approach enhances student involvement. Therefore, the PBL technique is strongly advised
for usage in the classroom by students and should be promoted at institutions.
2.1.3 The Contribution of Project-based-learning to high-achievers’ acquisition of
technological knowledge and skills
 According to the study of Mioduser and Betzer (2007), The primary aims of this
research were to safeguard the technical High achievers in high school and their capacity to
construct knowledge for technological issues, create and put into action solutions. To be more
precise to what extent may project-based learning (PBL) be used as a teaching tool for assisting
the process through which students acquire information and solve problems? The Findings
reveal a significant increase in formal knowledge as measured by standardized matriculation
exams; an expansion in the scope of technical knowledge acquired and implemented; and in the
scope of knowledge resources utilized for the projects; a high level of overall performance with
regards to the set of design skills studied; a positive change in attitude towards technology and
technological studies; the emergence of consistent design styles by individuals and groups.
2.1.4 How Project-Based Learning and Direct Teaching Models Affect Teamwork and Welding
Skills Among Students
According to the study of Jalinus et al. (2020), Many businesses today favor applicants
who have stronger soft skills than they do in the hard skills department. The researcher analyzes
direct teaching and project-based learning approaches for students in vocational high education
in this study to develop their collaboration and welding abilities. Teamwork skills and welding
skills are considered to be hard and soft abilities, respectively. Using experimental research as
the research methodology. According to the findings, students who participate in learning
activities using a project-based learning model score higher in teamwork than in welding
abilities, whereas students who participate in learning activities using a direct teaching model
score better in welding than in collaboration. In the twenty-first century, learning places a
higher priority on learning outcomes owned by students who have stronger soft skills, as
demonstrated by this study's implementation of various learning models and the different
competence ratios of hard skills and soft skills owned by students in a model of project-based
learning.

2.1.5 Internal Journal of Innovation, Creativity, and Change

The purpose of this article is to examine and explain the blended learning model as it
applies to vocational education. The meta-analysis method was used. All data from previously
published studies were used. Sampling based on the findings of prior research literature studies
covering 45 publications, indexed literature suitable for meta-analysis using surveys, lab
experiments, and field studies through studies of scientific sources. International journals,
relevant books, and a number of findings Blended learning, according to the study's findings,
refers to a learning process that combines in-person and online learning. Adaptability is
essential, especially in the field of vocational education.Education, infrastructure, technology,
learning, pedagogical principles, activity assessment, baiting processes, interactions, resources,
activities, infrastructure, culture, management and organization, ethics, and so on are all
examples of topics covered. Furthermore, the blended learning stage must be made more
systematic, beginning with the stage of creating success conditions, planning, implementing,
and improving with the sub-stages. There were four people present. The rotation model (which
includes the rotation model, lab rotation, and flipped individual classroom rotation), the flex
model, the self-blend model, and the enriched-virtual model are among the blended learning
models available.

2.2.1 Project-based Learning (PBL) Assessment for EFL/ESL Instruction: The Philippine
Experience its Implications to Taiwan
According to the study of Anthony and Tiangco (n.d.). The article makes the case that
project-based learning (PBL) has significant consequences for Taiwan's EFL/ESL training.
Getting to know English Accuracy and proficiency in syntax are merely two small parts of the
language. performance in communication. Additionally, improved cognitive processing is also
vital as shown by one's ability to solve problems creatively and control oneself. It is possible to
work on developing the aforementioned abilities. by incorporating project-based learning into
EFL/ESL training. As a result, institutionalizing the appropriate assessment techniques in
evaluating how well pupils can demonstrate the aforementioned skills that Taiwanese
conventional English instruction does not frequently use. The study draws on experiences in
teaching ESL in the Philippines. EFL/ESL programs offered by Taiwanese educational
institutions are defended, Reorienting the curriculum away from the conventional might be
beneficial for education. a focus on standardized language testing and strategies that assess
abilities including creativity, problem-solving, self-management, and teamwork. The paper's
initial section focuses on describing the integration of EFL/ESL instruction with PBL. In light
of this, a discussion on the Experience with the Philippines is given. The second section focuses
on evaluation. techniques for assessing higher-level cognitive abilities. Finally, significant
implications to Taiwan are highlighted to highlight the need of obtaining evaluation methods
outside using conventional language examinations.
2.2.2 Project-based Learning (PBL) Assessment for EFL/ESL Instruction: The Philippine
Experience and its Implications to Taiwan
Whether or not Filipinos are aware of PBL, it has always played an important part in the
country. PBL is being implemented across the curriculum in Philippine educational institutions,
beginning in elementary school. As a result, the educational system aims to give Filipinos with
the skills they need to deal with difficulties in the real world, and potentially even to make them
desirable employees. Students are taught an integrated learning style, notably in the strategy
meant to assist people in acquiring many skills sequentially or continuously while working on a
tough task (Solomon, 2003).

2.2.3 Measuring the Effects of Problem-Based Learning on the Development of Postformal

Thinking Skills and Engagement of First-Year Learning Community Students. Learning
Communities Research and Practice
This article describes a gateway history course instructional model that benefits students
by increasing their capacity for higher-order thinking, engagement, and perception. in terms of
the course material's relevance in comparison to traditional lecture and discussion. The model's
discussion approach promotes metacognitive reflection, problem-based learning, and integration
into a learning community (PBL LC). The researchers evaluated the PBL LC results and
compared them to those of the same course taught using traditional lecture and discussion
methods and model methods without the learning community (PBL History) (TLD).

2.2.4 A Cross-Cultural Comparison of Self-Regulated Learning Skills between Korean and

Filipino College Students.
This study compared self-regulated learning (SRL) skills between Korean and Filipino
college students. It specifically identified and analyzed the motivational and learning strategies
used by Korean and Filipino students. The Motivated Strategies for Learning Questionnaire was
used to assess their SRL skills. According to the findings of this study, Filipino students' SRL
skills were higher than those of Korean students. The cultural and educational contexts of the
two countries were investigated in order to identify possible factors underlying the differences
in SRL skills between college students from the two countries.
2.2.5 Supporting Culturally Diverse Students with Self-Regulated Learning
Many students in twenty-first-century classrooms in North America come from cultural
and linguistic backgrounds that are significantly different from the context of their education. It
may be difficult for teachers to meet the learning needs of students in these classrooms. This
study of children's learning self-regulation is part of a larger longitudinal study and elements of
classroom environments that support it. This paper constructs case studies for two multicultural
students who improved in both SRL and achievement from Kindergarten to Grade 1 as
examples of how SRL might support culturally diverse students. Classroom observations and
the Self-Regulation in School Inventory were used to collect data. According to preliminary
findings, encouraging self-regulated learning (SRL) may benefit students from a variety of
backgrounds. We conclude that overlapping characteristics of culturally responsive teaching and
SRL supportive environments may have influenced these students' success.
3. METHODOLOGY
The researchers worked through the evaluation process using the quantitative method as
the source for gathering and collecting data from respondents. This research paper discusses the
different types of skills in learning and on how it may affect IT students on their learning
process. The program provided extended and personalized support for job candidates through a
job support organization that stayed in touch with job candidates after the initial job placement
and provided support in a variety of ways. The researchers used a survey questionnaire that
focuses on IT students with a sampling of 40-50 respondents with questions that meet the
researchers’ study criteria.
3.1. SAMPLING METHOD

The sampling method is done through the process of Quota sampling. Quota sampling
is a non-probability sampling technique that focuses on the non-random selection of a specific
number or percentage of units. The population is divided into mutually exclusive groups, known
as "strata," and sample units are recruited until your quota is met. These units share specific
characteristics that you selected when creating your stratum. According to Creswell (1994),
respondent selection in quota sampling follows the same proportions discovered in the general
population. As a result, when designing the study, the researcher decides how many people to
include in quota sampling and what characteristics to include (Patton, 1990).
3.2. DATA GATHERING

Since the researchers are focused specifically on IT Students, it is difficult to

process data information manually such as personally handing out survey questionnaires
and proper scheduling towards the different respondents, as such, they used online
methods to their advantage. Preparing an online survey questionnaire may help make
use of its efficiency and accessibility which the respondents can take it to
acknowledgement when answering to the survey. The survey was completed utilizing an
organized poll, which functioned admirably and took up less of the respondents' time.
While responding to the review questions, the respondents will allude to the polls as an
aide. Since this study is quantitative, the researchers are just keen on an outline.
3.3. STATISTICAL TOOLS
As the researchers gather data from the questionnaire, they will need to
statistically analyze the data. In analyzing the data, they would need to compare the
answer by using the Likert Scale, regarding to the significance of the two types of based
learning. We also analyzed the data through the use of Microsoft Excel and its built-in
smart formulas, ranging from statistics that could help our responses output into valued
percentage, mean, standard deviation, and T-tests.
4. ANALYSIS AND INTERPRETATION OF DATA
Table 1. Responders' year level

NO. OF

Year Level RESPONDENTS PERCENTAGE

1st Year 8 20%

2nd Year 4 10%

3rd year 25 62%

4th Year 3 8%

Total 40 100%

The respondents who responded to and took part in the online survey questionnaire are
shown in this table at various levels. The third-year level, shown in this table with 25 responses
(62%) has the highest percentage of responders, followed by the first year with 8 responses
(20%), the second year with 4 responses (10%), and the fourth year level with just 3 responses
(8%)

Table 2. Student preference for project-based learning and skills-based learning

RESPONSE NO. RESPONDENTS PERCENTAGE

Skills Based 27 67.5 %

Project Based 13 32.5 %

This table displays the replies from the students regarding their preferences between
project-based learning and skills-based learning. The collected data shows that, with 27 (67.5%)
responses, the majority of respondents favor skills-based learning, whereas 13 (32.5%)
respondents prefer project-based learning.

Table 3. Students' satisfaction with the Skills based learning.

STATEMENTS MEAN VERBAL

 INTERPRETATION

Making new ideas about the 4.13 Agree

program

Presenting Ideas 4.13 Agree

Researching Ideas 4.03 Agree

Solving errors alone 3.58 Agree

Making Programs alone 3.55 Agree

GENERAL ASSESSMENT 3.88 Agree

3.1 Students' satisfaction with the Project based learning.

STATEMENTS MEAN VERBAL

INTERPRETATION

Working in groups 3.85 Agree

Presenting Ideas together 3.95 Agree

Researching Ideas with group 4.05 Agree

Solving errors with other 4.03 Agree

people

Making Programs within a 3.9 Agree

group

GENERAL ASSESSMENT 3.96 Agree

Weighted mean.

Project-based learning (PBL) and skills-based learning are the foundations of Table 3's
weighted mean distribution and verbal interpretation of the IT students' satisfaction (SBL).
Students are at ease creating programs on their own and giving presentations without hesitation,
as the first table above illustrates. Students feel confident working alone to solve problems and
do independent research for program-related projects. The students primarily favored skills-
based learning and were "good" at using it, according to the computed grand weighted mean of
3.88%. 3.85% of respondents agree with the statement made in the second table, which is seen
above, that students are good at collaborating with others and presenting their views as a group.
As can be seen from the two tables above, project-based learning has a higher percentage than
skill-based learning when it comes to researching, solving problems, and creating programs
with others, with project-based learning having an average of 3.96% and skill-based learning
having a typical of 3.88%.

Table 4. Standard deviation for Skills based learning.

SKILLS PROJECT

BASED BASED

LEARNING LEARNING

STANDARD DEVIATION 0.263 0.076

In contrast, a high or low standard deviation indicates that the data points are,
respectively, above or below the mean. A standard deviation that is close to zero implies that the
data points are close to the mean.
Table 5. T-test

Our null hypothesis is “no significant difference” then our alternative hypothesis is that
there is “significant difference”. Base on the generated results our p value is 0.54 and our alpha
value is 0.05 if the p value is greater than the alpha value the null hypothesis is accepted
however if the p value is less than the alpha the null hypothesis is rejected and the alternative
hypothesis is accepted therefor our null hypothesis is accepted, indicating that the students’
preferences has no significant difference towards the two types of learning.

Table 6. Students' levels of confidence in relation to the learning style they have selected
between PBL AND SBL

This graph demonstrates the level of student confidence while employing skill-based
learning. According to the data gathered, the majority of respondents (with 18 [45%] responses)
are comfortable using skill-based learning, followed by students (with 11 [27.5] responses) who
are just as comfortable, and students (with 10 [25%] responses) who are definitely confident in
using skill-based learning.

This graph demonstrates that the vast majority of students are at ease using
project-based learning. According to the data collected, the majority of students selected
3, 4, and 5 as having the highest votes and being most comfortable with this style of
learning, receiving 16 (40%), 16 (40%), and 6 (15%) responses respectively. These
students are also undoubtedly comfortable using project-based learning.
5. CONCLUSION
The researchers conclude that the skills based, and project-based learning was both
preferences of the respondents. As seen on the results the weighted mean of both type of
learning’s had little to no difference as seen on the scores. That is why when the T-test was
computed the null hypothesis (No significant difference) was accepted, because the scores given
by the respondents were quite balanced and the two types of learning were both scored equally.
Students have different types of approach to how they adapt on learning, as seen on the
student’s level of confidence on their preferred learning style, the majority confidence score
given by the respondents was 4 from 1-5, with 45% respondents that were very confident on
their preferred learning style. Both of the learning techniques are very tied and strongly related
to the preference of the student, that is why their confidence level increases whenever they
perform or engage on the that specific method of learning.

6. RECOMMENDATIONS
As a result of the impact, the learning activities change. Students should be educated to
learn in the twenty-first century so that they have the abilities, work habits, and character
attributes considered required for a successful existence. One notion that has been incorporated
into the curriculum is the concept of a scientific approach that incorporates a range of learning
modalities. As effective teaching strategies, the 2013 Curriculum recommends project-based
learning, problem-based learning, discovery learning, and guided inquiry. It is expected that
using these learning models will increase students' talents, notably their critical, creative, and
analytical thinking abilities. The purpose of creative development is to prepare students for the
obstacles that will face them in the workplace. Critical thinking skills can be developed by
asking open-ended or diverse questions. One of the teaching strategies that encourages critical
thinking abilities, particularly in science, is problem-based learning. Through problem-based
learning, students' critical thinking talents can be improved and enhanced. the experiments'
results. While some students collect learning experiences, others select their information.
Furthermore, students that participate in problem-based learning are better able to remember
material for longer periods of time, perceive causal connections, and apply the concept to new
problems. Themes such as Time Management, Orienting Students, and Promoting Thoughtful
Work will benefit students in the long run. Examples are; Scheduling projects and end-of-
quarter tasks at different periods to avoid bottlenecks within courses; Coordinating project
schedules to prevent bottlenecks between courses among other educators; Block scheduling in
becoming more flexible; Learning how to make judgments on scheduling, including when to
enforce deadlines and when to extend them; Including a research plan in your plans to record
the what, why, where, when, and how of your decisions; and the use of negotiation, as needed,
in making students stay on productive tracks.

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