pr2 Chap1 Dude
pr2 Chap1 Dude
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
2023
CHAPTER I
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
giving students the opportunity to work on real-world projects, this trend encourages
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
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
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
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)
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
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
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
difficult as well because it might cause disputes amongst students. Finally, it can be
requirements, therefore it's critical to find a balance between this method and the
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
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
projects learn new material and get a thorough understanding of how to apply it in
main goal. As they work through challenging, open-ended tasks, students gain analytical,
ability to think creatively and solve complex or unstructured problems, usually in small
cooperation and teamwork. Students collaborate on projects with one another, which
growth of time management and organizational abilities since students are required to
Since students frequently have to think creatively and innovatively to solve the
problems their projects offer, the method also encourages creativity and innovation.
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
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
provide students a problem-solving mindset and practical abilities that will help them in
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.
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.
subject barriers. It enhances students' capacity for cooperative learning, equipping them
digital world, this strategy helps students become proficient in technology and proficient
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.
The main purpose of this study is to determine the Project-Based Learning and its
proficiency level?
Hypothesis
Conceptual Framework
the crucial role that inquiry, curiosity, and real-world situations play. It promotes critical
project-based learning with subject matter to create a curriculum and material that
peer evaluation, and self-evaluation are examples of genuine techniques that form the
basis of PBL assessment and evaluation. Teachers shift from providing traditional
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
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
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
knowledge base. This understanding spans multiple important aspects. First and
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-
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.
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
Nevertheless, there is still debate over whether project-based learning can actually
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
it shows that project objectives and learner capacities are in line, a high completion rate is
students challenging, real-world projects that call for research, teamwork, and the
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.
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
all, PBL encourages experiential learning by letting students apply complex ideas to
both of which are necessary for success in the workplace. Learners that work on projects
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’
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
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,
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
believed that project-based learning (PBL) is a potential strategy for enhancing student
student outcomes have been the main focus of the review. (Pengyoe Guo, 2020)
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.
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.
cooperative setting offers the perfect opportunity for students to engage, share ideas, and
build relationships with their classmates. These relationships might develop into useful
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.
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
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
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
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 in PBL groups frequently have a variety of backgrounds, skill sets, and
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
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
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.
importance of diverse expertise, the active role that students play as educators, the
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
settings. This continuum is made up of multiple discrete levels, each with unique
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
learning, is the pinnacle of PBL proficiency. They are capable of mentoring and advising
real-world situations.
Students benefit in different ways as they move along the proficiency continuum
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.
for more assistance for beginners, getting past project-related roadblocks, and striking a
balance between growing independence and project complexity. But these difficulties
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.
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
them in difficult projects. These projects frequently replicate real-world situations, which
learning by giving students the chance to investigate topics from multiple perspectives
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
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
Project-Based Learning
1. Knowledge gained
2. completion rate of
activities
3. output accomplishment
status
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 research. Project-Based Learning will be used as the independent variable in this
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
Proficiency Level at Vedasto R. Santiago High School during the school year 2022-2023
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
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.
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
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
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 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
Completion Rate. This serves as the percentage of learners that meet high or low
classroom teaching and learning that is designed to engage students in the investigation
Protégé Effect. This refers to the learner that decides to research/study more
Teamwork. This refers to the students that share their information to each other
Traditional School System. This refers to the type of teaching that takes place in