Project-Based Learning in Science: Effects on Students' Science Process and 21st-Century Skills

Abstract

This study aimed to determine the effects of integrating Project-based learning (PBL) on the Science Process Skills and 21st - Century Skills of Grade 11 students at Rizal High School in Pasig City during school year 2022-2023.The researcher used an explanatory sequential design with three phases and a triangulation approach in data analysis. There were 23 Grade 11 ABM student participants and 30 Science teachers who were chosen as respondents for this study. The researcher recorded the students' scores in the pretest and posttest for the comparison of data, the Science teachers' rating on the PBL lesson plan, and the ethnographic evaluation. The researcher also interviewed the Science teachers on their comments and feedback on the implementation of PBL in Science class. Based on the results, both the Science experts and teacher respondents perceived the extent of integration of the Project-Based Learning as Highly Integrated (HI) in Earth Science based on the Gold Standard PBL Framework. In addition, there was no significant difference between the perception of the two groups of respondents. Meanwhile, there was a significant difference between the pretest and posttest scores of Grade 11 student respondents before and after exposure. The teacher respondents remarked that they want to receive training on Project-Based Learning approach since it is interesting and can be implemented in other subjects. The respondents also mentioned that the strategy allowed the students to have more time in meeting their groups to plan, discuss, and create their projects.

Keywords: project-based learning, Science, 21st-century, Science Process Skills, Senior high school