PROJECT-BASED LEARNING AS A CATALYST OF SCIENTIFIC

PROFICIENCY LEVEL AT VEDASTO R. SANTIAGO HIGH SCHOOL

A Research Proposal
Presented to the
Faculty of Vedasto R. Santiago High School
Salacot, San Miguel, Bulacan

In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2

Ingal, Gilton Brix

2023
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In education, project-based learning has become a prominent trend. Its main focus

is on efficient, active learning opportunities. It has changed and evolved over time to

accommodate different educational settings, from primary schools to universities. By

giving students the opportunity to work on real-world projects, this trend encourages

student participation and deepens their comprehension of subjects.

With the growing rate of technology integration in education, students now have

access to a wide range of tools and resources for research and data analysis. Project-based

learning progresses by encouraging students to work together, preparing them for

teamwork in the workplace.

Additionally, this tendency highlights the value of critical thinking and problem-

solving abilities, which are vital in the quickly evolving employment market of today.

Furthermore, rather than focusing solely on the finished output, project-based learning

assessment techniques now evaluate the problem-solving techniques and methodology

used. Students now have the ability to take charge of their education thanks to this

change. The key concept of this movement is that learning should be dynamic and

relevant, reflecting the difficulties encountered in everyday life.

Project-Based Learning is a learner-centered teaching method. By working on the

project to find solutions to potential real-world challenges, students get the chance to
broaden their knowledge and hone their talents. Usually, these assignments are too big

and intricate for a single student to work on. (Phuong Thuy, 2022)

Although it is becoming more and more popular in education, project-based

learning is not without its difficulties. One widespread problem is the amount of time

needed for project-based learning. Both teachers and students may find that the time

required to plan and carry out projects has a limitation. Moreover, evaluating the results

of these projects can be difficult because the emphasis is frequently placed on the

methodology and problem-solving techniques rather than simple assessments or exams.

Teachers used to traditional grading schemes may find it challenging to adjust to

this change in evaluation. Ensuring that every student has equal access to the technology

and resources they need for their projects is another difficulty and may result in

differences in the quality of their education.

Furthermore, teachers may find project-based learning to be difficult because they

are required to offer direction and assistance throughout the assignment, which can be

especially difficult when managing a big class. More specifically, students may find that

project-based learning lacks discipline at times and that the independence and option it

provides is difficult to handle. Controlling group dynamics and cooperation can be

difficult as well because it might cause disputes amongst students. Finally, it can be

difficult to match project-based learning with standard curriculum and testing

requirements, therefore it's critical to find a balance between this method and the

traditional school system.

Project-based learning is an approach to teaching and learning where students

actively investigate real-world problems and difficulties through projects. In this type of
learning, the project serves as the "main course." The project is utilized to provide

standards, competencies, and materials. (EdTech-Class, 2022)

The variety of goals that project-based learning offers contributes to its efficacy in

the classroom. Generally speaking, one of its main objectives is to promote a deeper

comprehension and retention of academic material. Students who actively participate in

projects learn new material and get a thorough understanding of how to apply it in

practical settings. Improving critical thinking and problem-solving abilities is another

main goal. As they work through challenging, open-ended tasks, students gain analytical,

logical, and creative problem-solving skills.

Project-Based Learning has instructional value because it develops students'

ability to think creatively and solve complex or unstructured problems, usually in small

groups. (Boston University, 2023)

On a more detailed point, the goal of project-based learning is to encourage

cooperation and teamwork. Students collaborate on projects with one another, which

promotes peer learning, communication, and teamwork. In addition, it enhances the

growth of time management and organizational abilities since students are required to

organize and carry out their work efficiently.

Since students frequently have to think creatively and innovatively to solve the

problems their projects offer, the method also encourages creativity and innovation.

Linking classroom knowledge to practical applications is one of the main goals of

project-based learning. By bridging the gap between theory and practice, this increases

students' sense of relevance in their education. Students' research and information literacy
abilities will also be enhanced by this experience, as they will be required to collect and

evaluate data in order to support their projects.

Additionally, because project-based learning frequently requires students to

discuss and explain their project outputs, it strives to improve students' communication

abilities. By giving them the freedom to select project subjects or components, it also

empowers students to take charge of their education and develops a sense of

independence and accountability. More specifically, project-based learning aims to

provide students a problem-solving mindset and practical abilities that will help them in

their future employment.

In addition with, by making learning interesting and enjoyable, it seeks to foster a

love of learning. All things considered, the goals of project-based learning cover a wide

range of abilities and traits that are priceless in a world that is changing quickly.

There are several ways in which project-based learning benefits education.

Broadly speaking, it offers a dynamic and captivating educational encounter that draws

students' curiosity and sustains their will to study. This helps people retain information

better and comprehend topics at a deeper level. Additionally, this approach promotes the

growth of critical thinking, creativity, and problem-solving abilities, all vital life skills.

More specifically, project-based learning encourages students to utilize

knowledge from multiple subjects to solve challenging, real-world challenges, shattering

subject barriers. It enhances students' capacity for cooperative learning, equipping them

for future occupations requiring strong teamwork and communication.

 Additionally, by incorporating technology, which is essential in the modern

digital world, this strategy helps students become proficient in technology and proficient

with a variety of tools for research and data analysis.

Traditional education never goes beyond the strictly academic. Project-based

learning gives students a window into the real world outside of the classroom and equips

them with skills that professionals use on a daily basis to accept and overcome obstacles.

(Power School, 2021)

Statement of the Problem

The main purpose of this study is to determine the Project-Based Learning and its

Impact on Learners’ Proficiency Level on Grade 12 Senior High at Vedasto R. Santiago

High School for the School Year 2022-2023.

Specifically, the study seeks to answer the following questions:

1. How may the Project-Based Learning be described in terms of the following:

1.1. acquisition of knowledge;

1.2. activity completion rate; and

1.3. output success level?

2. How may the learners’ proficiency level be described in terms of their

academic achievement in the First Grading?

3. Is there a significant impact of project-based learning on Grade-12 STEM

proficiency level?
Hypothesis

The study is guided by the hypotheses that:

There is no significant effect of the project-based learning as a catalyst of

scientific proficiency level on Grade 12 STEM

Conceptual Framework

The student-centered educational approach known as project-based learning

(PBL) is founded on a number of essential elements. PBL places a high priority on

overall learning objectives within a predetermined educational framework, highlighting

the crucial role that inquiry, curiosity, and real-world situations play. It promotes critical

thinking, problem-solving abilities, teamwork, and active learning. PBL combines

project-based learning with subject matter to create a curriculum and material that

connects traditional curricular requirements to real-world, experiential learning. Rubrics,

peer evaluation, and self-evaluation are examples of genuine techniques that form the

basis of PBL assessment and evaluation. Teachers shift from providing traditional

instruction to acting as facilitators, assisting and mentoring students as they go through

the learning process.

As they actively choose, plan, and carry out projects, students take ownership of

their education. The process of designing a project entails choosing pertinent subjects,

crucial inquiries, and desired outcomes. PBL is enhanced by technology and outside

resources, which offer research and presenting tools. Support systems and scaffolding are

in place to accommodate a variety of learners. Iteration and reflection are essential for

allowing projects and learning objectives to continually develop. Opportunities for

multidisciplinary initiatives and external relationships are highlighted, along with a focus

on community and real-world linkages. While acknowledging that there may be

difficulties, proponents of PBL talk about solutions. In the end, PBL provides students

with a wealth of educational, social, and emotional advantages while promoting the

acquisition of critical 21st-century skills. This framework speculates on how PBL might

change in the future to adapt to new pedagogical discoveries and technological

advancements, hence influencing the course of education. Project-based learning (PBL) is

becoming more and more common, which has led to thoughtful conversations around its

introduction. Critics of PBL question whether emphasizing the practice helps instructors

adopt a technical approach to teaching rather than encouraging learning that is open to

student input. (M.A. Almulla, 2020)

An essential component of project-based learning (PBL) is the teacher's

knowledge base. This understanding spans multiple important aspects. First and

foremost, it involves comprehending the basic principles and philosophy of project-based

learning (PBL) and appreciating how student-centered and inquiry-based it is. Instructors

are prepared with an understanding of how PBL fosters critical thinking, problem-

solving, and teamwork.

Second, teachers are subject matter experts in the areas of material and study that

PBL will expose students to. They understand how to match learning objectives and

curriculum standards with PBL projects so that students acquire critical knowledge while

working on projects.

Teachers also possess a thorough understanding of the pedagogical techniques

and instructional approaches specific to PBL. They are aware of the transition from the
conventional function of the instructor to that of a guide and facilitator. Educators possess

the ability to facilitate and organize pupils' educational journeys, encouraging proactive

participation, independence, and critical thinking. Several researchers have investigated

project-based learning in light of the 21st-century educational reform for skills.

Nevertheless, there is still debate over whether project-based learning can actually

enhance students' learning outcomes. (Lu Zhang, 2023)

The educational approach known as project-based learning (PBL) prioritizes

practical, real-world projects as the main means of instruction. An essential indicator for

assessing PBL's efficacy is the rate of tasks completed. This rate shows what proportion

of learners' allotted tasks or activities within a certain project are completed effectively. A

high completion rate indicates that students are actively participating in the project and

comprehending its goals. It shows that learners are establishing a feeling of

accountability and time management by reaching deadlines and criteria. Furthermore, as

it shows that project objectives and learner capacities are in line, a high completion rate is

an indicator of a well-crafted PBL program.

Project-based learning (PBL) is an instructional strategy that involves assigning

students challenging, real-world projects that call for research, teamwork, and the

application of acquired information and skills to address real-world issues. PBL is

fundamentally based on constructivist learning theory, which holds that when students

actively interact with the material, they will retain and understand it better. This concept

explains the complex effects of PBL on students' engagement with the actual world.

On the other hand, a low completion rate can indicate problems with the project's

complexity not matching the ability levels of the students, inappropriate structure, or
unclear directions. Teachers must keep an eye on the PBL activity completion rate in

order to spot problems early, offer help when needed, and improve their teaching

methods.

Additionally, as effective completion tends to require cooperation,

communication, and a variety of skill sets, it promotes learner collaboration. In result, the

activity completion rate is a useful indicator for evaluating the overall performance and

efficacy of project-based learning programs.

Project-based learning (PBL) has shown to be a game-changing method of

teaching, increasing students’ output achievement in a variety of subject areas. First of

all, PBL encourages experiential learning by letting students apply complex ideas to

actual situations. This application-focused method improves understanding and memory.

Furthermore, PBL’s collaborative style fosters communication and teamwork abilities,

both of which are necessary for success in the workplace. Learners that work on projects

together learn how to overcome obstacles as a group, simulating the dynamics of a

cooperative workplace.

Additionally, learners can clearly assess their level of competency thanks to the

concrete results of projects, which offer a real measure of achievement. Because PBL is

flexible, it allows students to study a wide range of subjects, satisfying personal interests

and encouraging a love of learning. To sum up, project-based learning raises learners’

achievement levels significantly by incorporating real-world experiences, encouraging

teamwork, developing critical thinking, encouraging independence, and preparing them

for the challenges of the working world.

 PBL, in the first place, encourages a contextual link between the classroom and

the outside world. Students become more aware of the significance of what they are

learning when they work on projects that reflect real-world problems and situations,

which increases their motivation and excitement. This in turn promotes proactive

engagement with the topic.

Second, PBL improves critical thinking and problem-solving abilities, both of

which are necessary for taking an active role in situations that arise in the real world.

When faced with ambiguity and uncertainty, learners are motivated to gather information,

evaluate evidence, and come to well-informed conclusions—skills that are directly

applicable to solving problems in the real world.

Additionally, PBL places a strong emphasis on teamwork and communication,

encouraging the growth of interpersonal abilities necessary for participation in a variety

of social and professional contexts. As in real-world settings, where collaboration,

compromise, and idea sharing are essential, students frequently work in groups.

PBL also fosters a sense of control over an individual's educational path. PBL

gives students the freedom to select projects and follow their interests, which helps them

develop into self-directed learners who actively participate in their environment. It is

believed that project-based learning (PBL) is a potential strategy for enhancing student

learning in higher education. Examining empirical research on project-based learning,

student outcomes have been the main focus of the review. (Pengyoe Guo, 2020)

In summary, project-based learning's conceptual framework for students' real-

world engagement highlights the connection between real-world experience, critical

thinking, teamwork, and self-directed learning. Through the completion of pertinent and
significant projects, PBL gives students the knowledge, drive, and perspective necessary

to actively engage with the complexity of the world outside of the classroom.

Project-based learning (PBL) is an instructional strategy that promotes deep

learning and helps students form networks and connections with one another. The process

of creating networks through PBL involves a number of essential components within this

framework.

PBL frequently demands teamwork and cooperation on challenging projects. This

cooperative setting offers the perfect opportunity for students to engage, share ideas, and

build relationships with their classmates. These relationships might develop into useful

personal and professional networks outside of the classroom.

In order to address real-world problems, PBL projects frequently call for

participants to draw from a variety of disciplines and skill sets. Students who work in

interdisciplinary teams have the chance to interact with people who have a variety of

areas of expertise. This kind of interdisciplinary work promotes knowledge exchange and

network expansion.

PBL usually entails working with outside groups or specialists to obtain

information, carry out studies, or get advice. Through these in-person contacts,

professionals and subject matter experts can form networks that open doors to future

opportunities and joint ventures.

Teachers take on the role of mentors in PBL environments, helping students all

the way through the project. These relationships between mentors and students can

develop into meaningful connections for students outside of the classroom, offering them

support and direction as they pursue their academic and professional goals.
 Students are frequently required to demonstrate their abilities through PBL

projects, which can draw the interest of peers, mentors, and possible collaborators. These

displays of proficiency can act as a spark for networking as people become aware of one

another's advantages.

To sum up, the idea behind creating networks through project-based learning

emphasizes the value of teamwork, interdisciplinary engagement, real-world connections,

mentorship, and skill demonstration. PBL not only improves the breadth of knowledge

and abilities but also offers students a rich environment in which to grow and broaden

their professional and personal networks, opening doors for future advancement.

With project-based learning (PBL), students are given the opportunity to actively

participate in the role of educators in a cooperative learning environment, going beyond

the conventional teacher-student dynamic. This framework identifies a number of crucial

elements of PBL-based student-led instruction.

PBL frequently includes group projects where students work together to find

solutions to real-world issues. Students have to help, mentor, and impart knowledge to

their peers during this process. Not only is peer collaboration essential, but it also gives

students a chance to assume teaching roles.

Students in PBL groups frequently have a variety of backgrounds, skill sets, and

areas of expertise. Every student contributes a different viewpoint and body of

knowledge to the project. Because of their differences, students can learn from and teach

one another by sharing their unique perspectives and strengths through peer teaching.

Students must have a deeper understanding of the material when given the

responsibility of instructing their peers. This phenomenon, called the "protégé effect,"
forces students to contextualize and explain concepts for others, which fosters a thorough

understanding of the subject matter.

PBL places a strong emphasis on students taking charge of their education.

Students are more involved and committed in their education when they are given the

opportunity to teach others. This sense of pride in oneself can inspire a deeper dedication

to education and a stronger desire to see their peers succeed.

In PBL settings, student-led instruction refines leadership and communication

abilities. Students gain the capacity to explain concepts, lead conversations, and inspire

their peers—abilities that are highly valued in both academic and professional contexts.

Students instructing other students via project-based learning emphasizes the

importance of diverse expertise, the active role that students play as educators, the

ownership of learning, the deepening of knowledge through teaching, and the

development of critical leadership and communication skills. PBL improves students'

overall educational experience by not only encouraging them to be learners but also

giving them the tools they need to be successful teachers and collaborators.

PBL, or project-based learning, is a teaching methodology that puts the needs and

interests of the students front and center. It is an approach to teaching that goes beyond

the conventional textbook-based curriculum, placing an emphasis on practical, hands-on

projects as the main way to advance students' knowledge and abilities.

There is a continuum of proficiency in project-based learning that represents

students' aptitude for successfully interacting, navigating, and succeeding in PBL

settings. This continuum is made up of multiple discrete levels, each with unique

attributes and standards.

 Students who are just starting to learn about project-based learning are at the

novice level of proficiency in PBL. They might struggle with project management, need

more direction and encouragement from peers and instructors, and find it challenging to

relate the project to practical uses. PBL proficiency at the intermediate level shows that

students have a solid grasp of the concepts of PBL. They can collaborate with others,

work on projects with a modicum of independence, and show some ability to apply newly

learned material to real-world scenarios. Students who have reached the advanced level

of PBL proficiency are skilled at handling challenging assignments on their own. They

demonstrate a high level of self-control, are able to apply critical thinking techniques to

problems in the real world, and can effectively present their conclusions and

recommendations. The expert level, at which students have mastered project-based

learning, is the pinnacle of PBL proficiency. They are capable of mentoring and advising

peers in addition to taking on complex, multidisciplinary projects. PBL experts are

excellent at problem-solving, critical thinking, and applying knowledge practically to

real-world situations.

PBL competency is determined by analyzing a number of variables, such as

project results, collaboration, problem-solving skills, and comprehension depth. In order

to accurately determine proficiency levels, rubrics, self-assessments, peer assessments,

and instructor evaluations are frequently used.

Students benefit in different ways as they move along the proficiency continuum

in PBL. While intermediates develop their project management and collaboration

abilities, novices gain from exposure to real-world learning opportunities. Advanced

learners hone
their critical thinking and problem-solving skills, and professionals can use their

knowledge to benefit others and successfully apply concepts in the real world.

There may be difficulties in developing PBL proficiency, such as the requirement

for more assistance for beginners, getting past project-related roadblocks, and striking a

balance between growing independence and project complexity. But these difficulties

also present chances for development and education.

Through the course of real-world, practical projects, students in project-based

learning progress from novice to expert in a dynamic manner. PBL competency levels

provide a framework for teachers and students to evaluate and comprehend their

development, which in turn enables more focused assistance and the realization of the

many advantages linked to this cutting-edge teaching strategy. Students who master PBL

acquire the abilities and information necessary to succeed in both academic and practical

settings.

A key component of contemporary education, project-based learning transforms

the conventional classroom into an engaging, hands-on learning environment. The fact

that PBL emphasizes applying knowledge to solve real-world problems rather than just

rote memorization is one of its main advantages.

PBL stimulates students' critical thinking and problem-solving abilities by putting

them in difficult projects. These projects frequently replicate real-world situations, which

increases the relevance and significance of learning. PBL encourages interdisciplinary

learning by giving students the chance to investigate topics from multiple perspectives

and make connections between disparate academic disciplines.

 PBL enhances academic performance by helping students comprehend the

material at a deeper level. Students that participate in it develop a growth mindset by

learning how to accept obstacles and grow from setbacks. Effective time management

and organization are fostered by PBL and are essential for academic success. PBL

emphasizes collaboration as a crucial component that develops students' interpersonal

skills and gets them ready for success in the workplace. Pupils gain effective

communication and presentation skills, which are essential for success in both the

classroom and the workplace. PBL fosters a lifelong love of learning in students by

encouraging them to ask questions and look for answers.

Independent Variables (IV) Dependent Variables (DV)

Project-Based Learning
1. Knowledge gained
2. completion rate of
activities
3. output accomplishment
status

Fig.1.1. Paradigm of the Study

The conceptual framework of the study will be based on IV-DV design with

intervening variables. The independent variable is the Project-Based Learning and the
dependent variable is Scientific Proficiency Level. The arrow represents the effects of IV

to the DV.

The dependent variable – Scientific Proficiency Level is the primary concern of

the research. Project-Based Learning will be used as the independent variable in this

study to find out their effects to the learner’s proficiency level

In project-based learning, students collaborate in groups for a specified period of

time to complete a project that aims to address a difficult subject or find a real-world

solution. Students produce a work of art or give a presentation to the public to showcase

their knowledge and abilities.

Significance of the Study

The findings of the study on the Project-Based Learning as a Catalyst of Scientific

Proficiency Level at Vedasto R. Santiago High School during the school year 2022-2023

will benefit the following:

Students. This study will help learners to enhance their critical thinking and

communication skills to collect/gather information and then share it to others and back to

the teacher.

Teachers. This study will help teachers on how to understand and observe their

learners more, it will identify the weakness or the loophole on learner’s performance.

School Administrators. This study will assist school heads in providing teachers

with greater support, not only by providing the resources required for this teaching

strategy, but also by introducing and providing a variety of strategies and programs that

instructors can choose from. In order for teachers to perform to the best of their abilities
in whatever they do, not just for themselves but also for their school and, most

importantly, for the students.

Future researchers. This study will help future researchers to use this in their

own thesis in the future. This study can help them support their own research paper.

Scope and Limitation of the Study

This study Project-Based Learning as a Catalyst of Scientific Proficiecy Level at

Vedasto R. Santiago High School during the school year 2022-2023 will help the school

itself, teachers, and school administrators find out the best practices to apply in this

project-based learning during the current digital era

This study will give ideas to school and school administrators on how they can

better utilize and equip teachers with skills and abilities in helping learners proficiency

level. This will also cope academic achievement of Grade-12 STEM only.

This will focus on the proficiency level and Academic achievement of Grade-12

STEM students of SY 2022-2023.

This study will start on December 2023 and expect to end on February 2024 (1 st

Semester, 2nd Grading Period). The only people who will be involved in this study are all

the STEM students at Vedasto R. Santiago High School.

Location of the Study

The study will be done at Vedasto R. Santiago High School, a school located in

San Miguel Central District in the Province of Bulacan. It can be found in Salacot, San

Miguel, Bulacan. The school is headed by Mrs. Elsilda P. Bunagan, School Principal III.
Fig.1.2. Image of Vedasto R. Santiago High School
Definition of Terms

For better understanding of the study, the following terms are defined

operationally and conceptually.

Catalyst. This refers to IV that will quickly cause change to the DV

Completion Rate. This serves as the percentage of learners that meet high or low

goal, or in simple terms, the task completed

Digital Era. This refers to the era that is characterized by technology, an

environment that is massively influenced by technology

Project-Based Learning (PBL). This serves as an instructional approach to

classroom teaching and learning that is designed to engage students in the investigation

of real-world problems to create meaningful and relevant educational experiences.

Protégé Effect. This refers to the learner that decides to research/study more

when they have the objective of teaching others

Real World Challenges. This pertains to existing issues and/or challenges.

Scientific Proficiency Level. This is being defined as the performance

expectation that intertwine science practices

Teamwork. This refers to the students that share their information to each other

and apply it together.

Traditional School System. This refers to the type of teaching that takes place in

a classroom where both teacher and students are physically present.