Action Research
A. RESEARCH INFORMATION
RESEARCH TITLE
EFFECTIVENESS OF PROJECT BASED LEARNING TO THE ACADEMIC
PERFORMANCE OF GRADE 9 – EARTH STUDENT IN ICT 9 AT AMPID
NATIONAL HIGH SCHOOL
SHORT DESCRIPTION OF THE RESEARCH
This action research project was conducted to determine the effectiveness of Project –
Based Learning to the students of Grade 9 – Earth of Ampid National High School.
RESEARCH CATEGORY
(check only one)
o National
o Region
o Schools Division
o District
o School
(check only one)
o Action Research
o Basic Research
RESEARC AGENDA CATEGORY
(check only one main research theme)
o Teaching and Learning
o Child Protection
o Human Resource Development
o Governance
(check only one cross-cutting theme, if
applicable)
o DRRM
o Gender and Development
o Inclusive Education
o Others, (please specify):
_________________________
FUND SOURCE
(e.g. BERF, SEF, others)*
TOTAL AMOUNT
* indicate also if proponent will use personal funds
AMOUNT
B. PROPONENT INFORMATION
LEAD PROPONENT / INDIVIDUAL PROPONENT
LAST NAME:
ANDALEON
FIRST NAME: ARNEL
BIRTHDATE
(MM/DD/YYYY)
SEX: MALE
MIDDLE NAME:
CONSTANTINO
POSITION/DESIGNATION: TEACHER 1
12/04/1985
REGION / DIVISION / SCHOOL (whichever is applicable)
SCHOOL
CONTACT NUMBER 1:-
CONTACT NUMBER 2:-
EMAIL ADDRESS:-
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate
degree
BACHELOR IN BUSINES
TEACHER EDUCATION
TITLE OF THESIS / RELATED RESEARCH PROJECT
MASTER IN INDUSTRIAL
EDUCATION MAJOR IN
EDUCATIONAL
TECHNOLOGY (UNITS
EARNER)
NONE
NONE
SIGNATURE OF PROPONENT:
PROPONENT 2
LAST NAME:
FIRST NAME:
BIRTHDATE
(MM/DD/YYYY)
SEX:
MIDDLE NAME:
POSITION/DESIGNATION:
REGION / DIVISION / SCHOOL (whichever is applicable)
CONTACT NUMBER 1:
CONTACT NUMBER 2:
EMAIL ADDRESS:
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree
TITLE OF THESIS / RELATED RESEARCH PROJECT
SIGNATURE OF PROPONENT:
PROPONENT 3
LAST NAME:
FIRST NAME:
BIRTHDATE
(MM/DD/YYYY)
SEX:
MIDDLE NAME:
POSITION/DESIGNATION:
REGION / DIVISION / SCHOOL (whichever is applicable)
CONTACT NUMBER 1:
CONTACT NUMBER 2:
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree
TITLE OF THESIS / RELATED RESEARCH PROJECT
SIGNATURE OF PROPONENT:
EMAIL ADDRESS:
I. TITLE OF THE PAGE
EFFECTIVENESS OF PROJECT BASED LEARNING TO THE ACADEMIC
PERFORMANCE OF GRADE 9 – EARTH STUDENT IN ICT 9 AT AMPID
NATIONAL HIGH SCHOOL
AN
ACTION RESEARCH
ARNEL C. ANDALEON
TEACHER I
ABSTRACT
This action research project was conducted to determine the effectiveness of Project
– Based Learning to the students of Grade 9 – Earth of Ampid National High School. The
researcher aims to to encourage administrators, teachers and DepEd to use Project – Based
Learning to alleviate learning the students using authentic projects
The researcher used convenience-sampling technique wherein sample is selected
from elements of a population that are easily accessible. The researcher used his students
to know the effectiveness of project-based learning.
During First Quarter School Year-, the researcher applied and used
project-based learning in imparting the Module 1 Entrepreneurship.
They held various
activities with rubrics in evaluating the students’ performance. The researcher used the
comparison of Mean Profile of the Students’ Academic Performance for the School Year- and-.
Table 1
Mean Profile Percentage of Effectiveness of Project-Based Learning in the Academic
Performance of Grade 9 Earth Students School-Year- and-
MET
MEANRESULT S.Y
MEANRESULT S.Y
CRITERION
-
-
INDICATORS
PROJECT-BASED
WITHOUT PROJECT-BASED
OF
LEARNING
LEARNING
PROJECT-BAS
ED
LEARNING
NO.
MASTERY
LEVEL
%
NO.
%
(75-100%)
46
80.70
0
0.00
INCREASE
11
19.30
11
18.97
BREAK-EV
NEARING
MASTERY
LEVEL
EN
(50-74%)
NON-MAST
ERY LEVEL
0
0.00
47
81.03
57
100
58
100
DECREASE
(0-49%)
TOTAL
The table exhibits an agreeable result that there is effectiveness of imparting
students using project-based learning. During School Year- there was a number
of non- mastery level 47 students or 81.03% and it became none during School Year-. For Nearing Mastery level the students had the same percentage of breakeven number. In Mastery Level result, as we gleaned in the table that there is an
increasing number students 46 or 80.70% cope up and understood the lesson. The result
shows that there is highly effectiveness of project-based learning.
Based on the result the following recommendations were derived:
1. School administrators should give students first hand experiences in terms of Technology
and Livelihood Education as a skill subject.
2. Improve and implement the project-based learning in all disciplines of Technology and
Livelihood Education.
3. Integrate the suggested project-based learning in the learners’ performance.
ACKNOWLEDGEMENT
This work would not have been possible without the support of the School
Administration of Ampid National High School headed by our School Principal, Mrs. Mila N.
Ramirez, Department Chairman of Technology and Livelihood Education; Mrs. Marilyn V.
Mina without their continuous support with the researcher, this action research will not be
possible.
We would like to acknowledge the support of DEAR Team – San Mateo I, headed by
our District Supervisor, Mr. Fredelito Cabalang, Mrs. Mill Flores – Ponciano, officers of
DEART Team, through their undying and relentless support to all action researchers of San
Mateo – I by giving continuous seminars and workshop for all aspiring action researchers.
We our especially indebted to Dr. Ma. Wendyrica G. Banares for her support in our
action research by providing her time in reviewing our action research and giving her insights
in this action research.
INTRODUCTION OF THE RESEARCH
Project – based learning (PBL) is a student – centered pedagogy that involves a
dynamic classroom approach in which it is believed that students acquire deeper knowledge
and understanding through active exploration of real – world challenges and problems. This
method of transformative learning that makes teachers – centered classroom to a student –
centered approach possible through real and authentic projects.
Year 2016, the Department of Education encouraged teachers nationwide to
incorporate Project – Based Learning as one of the methods to use in transformative
learning.
With this, the researcher aims to determine the effectiveness of Project – Based
Learning as a method for transformative learning with the use of authentic projects.
SIGNIFICANCE OF THE STUDY:
The study is important to the following:
1. To the teachers – to alleviate transformative learning with the use of Project – Based
Learning approach with authentic projects.
2. To the School and administrator – to encourage teachers to use Project – Based
Learning in teaching students.
3. DepEd – to create a nationwide guideline with the use of Project – Base Learning as
an approach for transformative learning.
LITERATURE AND STUDIES REVIEW
In the study of Dr. Lloyd Espiritu and Kiran Budhrani presented at DLSU Research
Congress 2014 at the De La Salle University, Manila Philippines, March 6 – 8, 2014, they
emphasize projects that is real – world and authentic can transformative be effective. The
study say:
” One strategy for transformative learning (TL) is project-based learning, however,
only when projects are designed to be real-world and authentic can TL be effective.
This paper presents a case study on how a traditional Instructional Video Production
course at De La Salle University-Manila was redesigned to integrate authentic
projects, providing students real world experiences with real project teams and
external expert feedback.
The Technical Education Skills Development Authority (TESDA) was identified as
the partner institution for the students to work with. Students conceptualized and
produced 25 videos for TESDA. Results show that when using authentic projects in
the Instructional Video Production course, learning time is increased by 52%
compared to a class without the authentic project. Self-reports from students show
that beyond technical video production skills, they learned professional skills and soft
skills working on the TESDA class project.
In the article publish online ASCD.org they emphasize the core idea of project – based
learning is the real – world problems capture students’ interest and provoke serious thinking
as the students acquire and apply new knowledge in a problem – solving context. The
articles also establish that the role of the teacher is to facilitate the work of the students with
worthwhile questions, structuring meaningful task, and coaching both knowledge
developmental and social skills, and assessing what students have learned from the
experience.
Although projects are the primary vehicle for instruction in project-based learning,
there are no commonly shared criteria for what constitutes an acceptable project. Projects
vary greatly in the depth of the questions explored, the clarity of the learning goals, the
content and structure of the activity, and guidance from the teacher. The role of projects in
the overall curriculum is also open to interpretation. Projects can guide the entire curriculum
(more common in charter or other alternative schools) or simply comprise a few scattered
hands-on activities. They might be multidisciplinary (more likely in elementary schools) or
single-subject (commonly science and math). Some are whole class, others small group,
and some individual.
Fully realized project-based teaching has never been widespread in mainstream
public schooling. Teachers have little training or experience in the approach. Moreover, the
time demands of projects, especially in today's context of standards, high-stakes tests, and
pacing guides, understandably discourage many teachers from venturing into the kinds of
collaborative student investigations that form the foundation of project-based learning.
Because teachers tend to find this approach difficult to implement with low-performing
students and may lack supporting technology, it is less likely to be embraced in high-poverty
schools, which could increase rather than lessen existing inequities.
RESEARCH QUESTIONS
The study aims to determine the answer to the following questions:
1. What is the effectiveness of project-based learning in the academic performance of Grade
9 Earth Students in ICT School Year-?
2. Using Project-based Learning, what is the percentage of academic performance of Grade
9 Earth Students in ICT School- Year-?
3. Based on the result of the effectiveness, what will be the suggested action plan in order to
implement properly the project-based learning?
SCOPE AND LIMITATIONS
A total of 57 students, 20 male and 37 female of Grade 9 Earth Students in TLE- ICT
subject school year- were involved in this study. It was limited in determining the
effectiveness of Project-based learning in the students’ academic performance.
RESEARCH METHODOLOGY
A. Sampling
The researcher used convenience-sampling technique wherein sample is
selected from elements of a population that are easily accessible. The researcher used his
students to know the effectiveness of project-based learning
B. Data Collection
During First Quarter School Year-, the researcher applied and
used project-based learning in imparting the Module 1 Entrepreneurship. They held various
activities with rubrics in evaluating the students’ performance. The researcher used the
comparison of Mean Profile of the Students’ Academic Performance for the School Year- and-.
Discussion of Results and Recommendations
In the light of the inquiries raised in the study, this presents the discussion of results
and recommendations.
Table 1
Mean Profile Percentage of Effectiveness of Project-Based Learning in the Academic
Performance of Grade 9 Earth Students School-Year- and-
MET
MEANRESULT S.Y
MEANRESULT S.Y
CRITERION
-
-
INDICATORS
PROJECT-BASED
WITHOUT PROJECT-BASED
OF
LEARNING
LEARNING
PROJECT-BAS
ED
LEARNING
NO.
%
NO.
%
46
80.70
0
0.00
INCREASE
11
19.30
11
18.97
BREAK-EV
MASTERY
LEVEL
(75-100%)
NEARING
MASTERY
LEVEL
EN
(50-74%)
NON-MAST
ERY LEVEL
0
(0-49%)
0.00
47
81.03
DECREASE
TOTAL
57
100
58
100
The table exhibits an agreeable result that there is effectiveness of imparting
students using project-based learning. During School Year- there was a number
of non- mastery level 47 students or 81.03% and it became none during School Year-. For Nearing Mastery level the students had the same percentage of breakeven number. In Mastery Level result, as we gleaned in the table that there is an
increasing number students 46 or 80.70% cope up and understood the lesson. The result
shows that there is highly effectiveness of project-based learning.
Recommendation
On the basis of the result the following recommendations were derived:
1. School administrators should give students first hand experiences in terms of Technology
and Livelihood Education as a skill subject.
2. Improve and implement the project-based learning in all disciplines of Technology and
Livelihood Education.
3. Integrate the suggested project-based learning in the learners’ performance.
SUGGESTED ACTION PLAN USING PROJECT-BASED LEARNING
Priorities for
Activities
Time Frame
Budget
Actions
1. Student
Expected
Output
Marketing Fair
30 days
Local Funds
Development
Gained mastery
in the subject
and lifelong
Mini-Negosyo
-Students
learning
progressively
experiences
learn basic skills
and values to
make them
highly
competitive, fully
confident and
well prepared to
join the real
world of work.
2. Curriculum
Product
Development
Development /
Projects and
Innovation
Outputs
- incorporate
project based
Year Round
Local Funds
Authentic
learning as a
tool for
transformative
learning
REFERENCES:
http://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/ProjectBased_Learning.aspx
http://www.dlsu.edu.ph/conferences/dlsu_research_congress/2014/_pdf/proceedings/
LLI-I-002-FT.pdf