PROJECT-BASED LEARNING: BRIDGING GUIDELINES AND SCIENCE EDUCATION IN SELECTED GRADE 12 STEM STRAND STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES

Abstract

The purpose of this study is to examine the effectiveness of Project-Based Learning (PBL), an increasingly popular educational approach in schools worldwide. PBL engages students in real-world projects, enabling them to develop essential skills that extend beyond the classroom. This method has been proven to enhance conceptual understanding, critical thinking, creativity, resourcefulness, self-confidence, and collaboration, making learning more meaningful and impactful. The study employs a descriptive correlational research design, which is useful for understanding the characteristics of a population and examining relationships between different variables. This approach involves systematic planning, designing, and implementation of strategies to collect and analyze data effectively. The results revealed that most respondents were aged 16-19 years, followed by those aged 20-23 years, with a majority being female. The findings indicate that nearly all participants expressed enthusiasm for adopting modern and effective teaching and learning methods, demonstrating a strong willingness to embrace innovative approaches to knowledge enrichment. Project-Based Learning (PBL) integrates multiple disciplines, enabling students to establish meaningful connections between different subject areas. By approaching projects from a multidisciplinary perspective, students develop a comprehensive understanding of concepts and acquire a diverse skill set. This interdisciplinary approach reflects real-world scenarios, where problem-solving often requires knowledge from various domains. Overall, PBL provides a dynamic and engaging learning experience that equips students with critical thinking, creativity, and collaboration skills, preparing them for future challenges.