Project-Based Learning: Effects On The Students’ Performance

Abstract

This study examined the effects of Project-Based Learning (PBL) on students’ academic performance. Specifically, it assessed students’ performance before and after PBL implementation, determined significant differences in academic achievement, and evaluated PBL’s effectiveness in enhancing engagement, collaboration, and critical thinking skills. The study employed a quantitative quasi-experimental design involving 30 first-year Bachelor of Technology and Livelihood Education (BTLED) students enrolled in the Home Economics course during the academic year 2025–2026. Data were collected through pre-test and post-test assessments, performance tasks, and survey questionnaires. Descriptive statistics, including frequency count, percentage, mean, and standard deviations, as well as a t-test, were used to analyze the data. Findings revealed a significant improvement in students’ academic performance following PBL implementation. Results further showed increased classroom participation, stronger collaboration, and enhanced problem-solving and critical thinking skills among students. Statistical analysis confirmed a significant difference between pre-test and post-test scores, indicating the positive effect of PBL on academic performance. The study concluded that PBL is an effective student-centered instructional approach that promotes active learning and improves academic outcomes. It recommends integrating PBL strategies into classroom instruction to foster meaningful learning experiences and enhance student achievement.