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EFFECTIVENESS OF PROJECT TEACH PROGRAM USING PBL APPROACHES IN CLASSROOMS
Jestoni P. Babia Education Training Consultant
Chairman, Department of Teacher Education, USJR
Luchi C. Flores Executive Director, Coalition for Better Education
Abstract
Project based- learning (PBL) is one of the popular teaching strategies in the 21st century. This student- centred approach focuses on providing challenges that students need to face to thrive in today’s world. This study seeks to find out the effectiveness of the implementation of TEACH Program which focuses on the integration of project- based learning approaches in the classroom, in terms of students’ interest level of the course experience and teacher facilitation vis- a vis principal and PBL trained teachers’ perception on the effectiveness of PBL in the whole teaching and learning dynamics. The findings of the study were utilized to enhance or develop more programs gearing towards PBL. The data were retrieved from teacher- participants of the PROJECT TEACH as well as their principals. Data gathered using triangulation approach were tallied, analyzed and interpreted using T- test of mean difference and weighted mean. The result revealed that the PBL strategies learned by the participants through the program were highly effective in developing students’ interest and academic achievement. Thus provision for more training on PBL must be supported.
I. Introduction
With the changing demands of the 21st century education where learning and
innovation, ICT literacy and life and career skills are the main focus (p21.org), education is
shifting from teacher- centered approaches to student centered approaches (Corpuz and
Salandanan, 2013). Teachers are now becoming facilitators in the learning and at the same
time, are co- learners in the process. Yet, a good facilitator is one who is a connector and
integrator, the glue that brings the collective experiences of the classroom together in a shared
learning experience (Sunnarborg, 2008). The provision for traditional- based teaching and
learning assessments are now changing to cater to the diverse types of students we have
nowadays. With the recent studies that came out on students’ dropping attention span, one
explanation for this is that the “information transfer” model of the traditional lecture does not
match what current cognitive science research tells us of how humans learn (Middendorf &
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Kalish. TRC Newsletter from Fall 1996). Undeniably, teachers are challenged in sustaining
students’ attention and learning interests in the classroom as they are thinking of how the
standards and competencies set for them will be achieved at a maximum level. Hence, with this
scenario, teachers are in the right position to develop and adopt teaching methodologies that
will fit to the current learning and learner conditions in the century.
Project- based learning as an approach to teaching and learning is a good tool
to address these identified gaps. It is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to a complex
question, problem, or challenge (.http://bie.org/about/what_pbl). With PBL, students’
motivation, both intrinsic and extrinsic, increases, their academic achievement is boosted and
the willingness to involve in any classroom challenges will be manifested. This is so, because
project- based learning (PBL) is a teaching tool that will allow students to solve real- world tasks
and problems that will currently fit to their current condition as students. As early as possible,
students will be exposed to situations that are happening in reality.
This supports John Dewey’s Experiential Learning Theory which presents that
Learning by doing (or experiential learning) is based on three assumptions, that: people learn
best when they are personally involved in the learning experience; knowledge has to be
discovered by the individual if it is to have any significant meaning to them or make a difference
in their behavior; and a person’s commitment to learning is highest when they are free to set
their own learning objectives and are able to actively pursue them within a given framework
(Smith, 1980).
To heed the call and advocacy of supporting 21st century teaching through
project- based learning approaches, City Savings Bank, in collaboration with the Coalition for
Better Education and Department of Education has launched PROJECT TEACH, a training
program for selected public high school teachers in NCR who are capable of understanding and
doing the processes involved in project- based learning approaches. Hence, the proponent
would like to see the effectiveness of the program implementation specifically gearing towards
its impact to students’ interests in terms of course experience and teacher facilitation; the
perception of principal and CBE- trained teachers on the effectiveness of utilizing PBL in the
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classroom as well as the significant difference of their perception.. Findings and
recommendations will then be presented if the implemented program has successfully created
a mark and contribution to 21st century education.
II. Methodology
This study pertains to the descriptive statistics dwelling on quantitative analysis in determining
the effectiveness of the program .This research utilizes a 360degree or triangulation process
that included the teacher trainee, school head or supervisor and students as respondents. The
results were analyzed using weighed mean and the T- test of mean difference. Tools utilized
include principal/student observation Tool used to determine principals’/supervisors’
perceptions on the performance of the GFT before and after the training. It was also used to
determine interest level and students’ perception on the use of ICT and PBL.
Focus Group Discussion sessions were also conducted for teachers who did not successfully
implement their PBL Projects.
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III. Results and Discussions:
TABLE 1
SATISFATION LEVEL OF STUDENTS IN TERMS OF COURSE EXPERIENCE
Course Experience Weighted
Mean Interpretation
1) I have found the subject/ course interesting. 4.27 Very Satisfied
2) I have enjoyed the subject/ course. 4.27
Very Satisfied
3) I have found that focusing the subject/ course on
solving real world problems made the subject/ course
seem more relevant to my interests 4.13
Satisfied
4) I learned from other when I worked in groups. 4.20 Satisfied
5) I understood the technical material of the subject/
course better than it had been lectured in the
conventional way. 4.07
Satisfied
6) I have grasped more the technical material in the
PBL structure than in the conventional lecture
subject/ course. 4.07
Satisfied
8) The course has taken more or less time than other
conventional lecture courses 2.13
Dissatisfied
9) The course has helped me to develop my problem-
solving skills 4.07
Satisfied
10) This course has sharpened my analytical skills 4.2 Satisfied
11) As a result of doing this course, I feel more
confident about tackling unfamiliar problems. 4.00
Satisfied
12) This course has improved my written
communication skills 4.13
Satisfied
13)This course has developed my ability to work as a
team member 4.27
Very Satisfied
14) The course has encouraged me to develop my
own academic interests as far as possible. 4.13
Satisfied
TOTAL 4.00 Satisfied
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Table 1 presents the satisfaction level of students in terms of the course experience in
PBL. The over- all result reveals a rating of 4.0 which means that all of them who underwent the
process, finds PBL adequate to their learning needs. The result further reveals that PBL
processes suited to their interests and that their active participation in the delivery of PBL
requirements was evidently consistent. The result also shows that PBL is very much interesting
and enjoyable to students thus, enabled them to develop their abilities in working in teams. PBL
also paved the way in improving their academic performance. However, the result also reveals
that the course has taken more time than conventional lectures. Students find it time-
consuming especially if they are too engaged in the process. This simply means that in PBL,
teachers must be conscious with the time frame and that the activities must be based on the
students’ pacing and ability to cope up with problems and challenges that may arise in the
process. Since students need to explore, they need more ample time to dissect issues that
needs to be resolved during the conduct of the PBL for them to be prepared in developing their
problem solving abilities. Bereiter and Scardamalia (1989) mentions that PBL promotes
intentional learning. With right application and activities to be utilized, students are more likely
to construct and acquire knowledge that can successfully be transferred to others.
Table 2
STUDENTS’ SATISFACTION LEVEL IN TERMS OF TEACHER FACILITATION
Teacher Facilitation Weighted Mean
Interpretation
1) The teacher facilitated us in addressing gaps/ problems and in reflecting our experiences while doing the PBL. 4.13
Satisfied
2) The teacher facilitated us upon working in small teams by encouraging maximum participation 4.27
Very Satisfied
3) The teacher sought to foster a safe, trusting climate where we become more motivated to hope for success. 4.20
Satisfied
4) There was a genuine respect between us and the teacher where partnership in learning was developed. 4.27
Very Satisfied
5) The teacher considered himself/ herself as a co learner in the process. 4.27
Very Satisfied
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6) The teacher actively listened to our findings and conclusions and corrected us on the problems seen in the process. 4.27
Very Satisfied
7) The teacher really tried to get the best in all of our efforts. 4.27
Very Satisfied
8) The teacher made clear from the start the standards and the expectations that we are supposed to meet. 4.27
Very Satisfied
9) The teacher made a real effort to understand our difficulties. 4.2
Satisfied
10) The teacher was extremely good at explaining things. 4.27
Very Satisfied
TOTAL 4.24 Very Satisfied
Table 2 presents the satisfaction level of students in terms of the facilitation of teachers. The
over- all result reveals a very satisfying remark for teachers in the delivery and facilitation of
PBL to students. Students find the teachers’ skills very sufficient in facilitating in small teams, in
explaining the PBL standards and in explaining the entire process. The students also finds the
teachers as an agent in developing mutual respect in group decision making to achieve
consensus. According to Higher Education Academy (2009), Burrows believes there should be
genuine mutual respect between the students and facilitator and a partnership in learning
should develop, which involves the facilitator as co-learner.
Hence, the over- all result implies that student participation is well built because they
are convinced with the objectives of PBL. They believe that with proper guidance and
execution, they are more likely to achieve the goals despite the difficulties that they might
encounter in the process, making them in the long run independent life- long learners, ready to
meet the demands of the competitive world. The Higher Education Academy (2009) mentions
that students acquire knowledge and skills through a staged sequence of problems in context,
together with associated learning materials and support from facilitative tutors. In this way, it is
fundamentally different from problem-solving learning, where the students are set a problem
after they have been taught the knowledge conventionally. Hence, with effective facilitation
and materials development, students’ necessary skills will be achieved.
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Table 3 CBE TRAINED TEACHERS’ PERCEPTION ON EFFECTIVENESS IN THE CONDUCT OF THE PBL- BASED ACTIVITY
A. CONTENT Weighted
Mean Interpretation
1. presented the project- based learning activity to students as
calendared or scheduled in the plan submitted to CBE; 3.75 Effective
2. organized the content and the processes logically and clearly
to meet the goals and objectives of the project- based learning
activity; 4.17
Effective
3. displayed thorough knowledge of the subject matter, the
processes involved in the PBL activity and its relationship to
various types of discipline (thematic- based); 3.75
Effective
4. successfully activated students’ prior knowledge, life
experiences and interests prior to the conduct of the PBL-
based activity; 4.17
Effective
5. used relevant examples and other meaningful ways to enrich
the PBL process; 4.17 Effective
6. integrated information from other areas within and outside
my area of expertise or discipline prior to the conduct and
creation of the output; 4.17
Effective
B. PBL PROCEDURES
1. delivered well- planned and organized steps and procedures
in the implementation of the PBL output; 4.08 Effective
2. utilized teaching methods, strategies and techniques that are
appropriate to enhance knowledge and activate students
interest in planning, implementing and evaluating the PBL
output; 4.08
Effective
3. employed appropriate instructional technologies and other
ICT tools (emails, blogs, websites etc.) as learning guides to dig
the essential understanding of the entire PBL process; 4.00
Effective
4. engaged students in problem- solving, critical thinking or
other activities that made the whole process meaningful. I
made my students challenged the content, through well-
designed learning tasks, and suitable scaffolding, making the
learning highly engaging and meaningful; 4.00
Effective
5.employed other learning activities (i.e small group 4.08 Effective
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discussions,
students- led activities) to facilitate students’ problems
encountered in the process;
6. facilitated the students’ learning experiences that promote
self- directed and reflective thinking (metacognitive stategy); 3.92 Effective
7. provided appropriate readings or handouts to enrich the PBL-
based activity for the students to be facilitated well in
understanding the whole concept of the PBL; 3.83
Effective
8. assessed students’ understanding of the PBL activity before,
during and after using rubrics and other assessment tools to
measure student’s knowledge, skills and values and attitudes. 3.83
Effective
C. TEACHER- STUDENT INTERACTION
1. communicated clearly and fluently the goals and objectives of
the PBL; 4.25 Highly Effective
2. demonstrated enthusiasm toward the essential
understanding of the designed PBL as well as the positive
expectations from the students; 4.33
Highly Effective
3. responded appropriately to students questions, comments
and opinions; 4.33 Highly Effective
4. varied the pace in facilitating and keeping the students alert; 4.17 Effective
5. encouraged students to ask questions during the process. 4.42 Highly Effective
TOTAL 4.08 Effective
Table 3 presents the CBE Trained Teachers’ perception on their level effectiveness of
integrating PBL in the classroom. It reveals that an average of 4.0 indicates that the teachers
have effectively facilitated the project- based learning activities in the classroom. The result
further reveals that there is an adequate student- teacher interaction in the classroom in which
the teachers have demonstrated enthusiasm towards understanding of the designed PBL as
well as the expectation of the students. The result implies that teachers are positive with what
PBL can do to their students. It further implies that teachers are aware that utilizing authentic
based teaching learning and assessment will increasingly develop student- interaction and
motivation in the delivery of challenges that teachers give to students in class.
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PBL projects are focused on questions or problems that "drive" students to encounter
(and struggle with) the central concepts and principles of a discipline. This criterion is a subtle
one. The definition of the project (for students) must "be crafted in order to make a connection
between activities and the underlying conceptual knowledge that one might hope to foster."
(Barron, Schwartz, Vye, Moore, Petrosino, Zech, Bransford, & The Cognition and Technology
Group at Vanderbilt, 1998 from Thomas, 2000). Hence, with this, students may have the
opportunity to develop their critical and creative problem solving skills in dealing with practical
applications and concepts in the real- world if problem- based learning approaches are being
utilized in the classroom.
Table 4
PRINCIPAL’S/ EXPERT’S PERCEPTION ON EFFECTIVENESS IN THE CONDUCT OF THE PBL- BASED ACTIVITY
A. CONTENT Weighted
Mean Interpretation
1. presented the project- based learning activity to students as
calendared or scheduled in the plan submitted to CBE; 4.67 Highly Effective
2. organized the content and the processes logically and clearly to
meet the goals and objectives of the project- based learning
activity; 4.58
Highly Effective
3. displayed thorough knowledge of the subject matter, the
processes involved in the PBL activity and its relationship to various
types of discipline (thematic- based); 4.5
Highly Effective
4. successfully activated students’ prior knowledge, life experiences
and interests prior to the conduct of the PBL- based activity; 4.5 Highly Effective
5. used relevant examples and other meaningful ways to enrich the
PBL process; 4.5 Highly Effective
6. integrated information from other areas within and outside my
area of expertise or discipline prior to the conduct and creation of
the output; 4.42
Highly Effective
B. PBL PROCEDURES
1. delivered well- planned and organized steps and procedures in
the implementation of the PBL output; 4.5 Highly Effective
2. utilized teaching methods, strategies and techniques that are
appropriate to enhance knowledge and activate students interest in
planning, implementing and evaluating the PBL output; 4.33
Highly Effective
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3. employed appropriate instructional technologies and other ICT
tools (emails, blogs, websites etc.) as learning guides to dig the
essential understanding of the entire PBL process; 4.5
Highly Effective
4. engaged students in problem- solving, critical thinking or other
activities that made the whole process meaningful. I made my
students challenged the content, through well-designed learning
tasks, and suitable scaffolding, making the learning highly engaging
and meaningful; 4.67
Highly Effective
5.employed other learning activities (i.e small group discussions,
students- led activities) to facilitate students’ problems
encountered in the process; 4.58
Highly Effective
6. facilitated the students’ learning experiences that promote self-
directed and reflective thinking (metacognitive strategy);
7. provided appropriate readings or handouts to enrich the PBL-
based activity for the students to be facilitated well in
understanding the whole concept of the PBL; 4.58
Highly Effective
8. assessed students’ understanding of the PBL activity before,
during and after using rubrics and other assessment tools to
measure student’s knowledge, skills and values and attitudes. 4.5
Highly Effective
C. TEACHER- STUDENT INTERACTION 4.67 Highly Effective
1. communicated clearly and fluently the goals and objectives of the
PBL;
2. demonstrated enthusiasm toward the essential understanding of
the designed PBL as well as the positive expectations from the
students; 4.67
Highly Effective
3. responded appropriately to students questions, comments and
opinions; 4.58 Highly Effective
4. varied the pace in facilitating and keeping the students alert; 4.67 Highly Effective
5. encouraged students to ask questions during the process. 4.58 Effective
TOTAL 4.58 Highly Effective
Table 4 presents the principal and expert’s perception on the effectiveness of PBL
facilitation in the classroom. The over- all result of 4.58 reveals that CBE Trained teachers are
highly effective in the delivery of the teaching and assessing techniques and tools using PBL
approaches as perceived by them. The result only implies that principals have already the
confidence to the CSB - trained teachers in designing PBL- based activities that will foster critical
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thinking and problem solving skills. Principals have generally observed that the teachers’
content, PBL procedures and provisions for student- teacher interaction are very adequate.
Some studies of PBL report unintended and seemingly beneficial consequences
associated with PBL experiences. Among these consequences are enhanced professionalism
and collaboration on the part of teachers and increased attendance, self-reliance, and
improved attitudes towards learning on the part of students (Thomas, 2000). With principal’s
confidence on the Project Teach-trained teachers’ delivery, these teachers might be given more
opportunities to collaborate to create meaningful plans for the development of students’
achievement in school
Table 5
SIGNIFICANT DIFFERENCE BETWEEN PRINCIPAL AND CBE TRAINED TEACHERS’ PERCEPTION ON
THE EFFECTIVENESS OF CONDUCTING PBL – BASED ACTIVITY
Variable Mean Standard Deviation
Critical T- value
Computed T- Value
Decision Interpretation
(X) Principal
3.782
0.608
2.160
-1.78
Accept Ho
There is no significant difference of perception
(Y )GFT- trained teacher
4.198 0.581
Test at 0.05 level of significance
Table 5 shows the significant difference between the principal and the expert’s perception on
the effectiveness of conducting PBL Based activity in the classroom. The result reveals that
there is no significant difference with both of their perception. The result implies that both
principals and teachers find the facilitation of PBL in the classroom effective and truly engaging
to students. With PBL, the changing roles are taking place in such a way that students become
teachers and teachers become coaches. Hence, principals and teachers find these roles
essential in achieving the 21st century skills (p21.org).
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III. B Results of the Focus Group Discussion with non-implementing teachers
A total of 25 teachers were trained under the Project Teach Program. 14 of these teachers have
successfully implemented their PBL activities; the results of which are reported in the preceding
section. 11, however, were unable to implement their projects. In these cases, CBE conducted a
focus group discussion to determine the factors why the teachers failed to accomplish what is
expected of them to do. Of the 11 teachers, only 6 attended the FGD session. The following
questions were asked:
1. On usefulness of the training program. All 6 responded that they found the training
program useful in their teaching jobs.
2. On the question: How did you apply what you have learned from the training program in
your daily classroom instruction/activity? Probe for: use of technology, use of forms and
templates. The following responses were provided:
TABLE 6
TECHNOLOGY APPLIED IN THE CLASSROOM FROM THE TRAINING PROGRAM
Technology Tools used Forms and Templates used
Use of internet: CARS, mining the internet PBL Template
Digital stories: MS Photostory, Windows
Moviemaker
www.rubistar.4teachers.org rubrics
The teachers found the tips on mining the internet very useful in searching for definition of
terms. Digital stories using MS Photostory and MS Moviemaker were taught to the students
and were frequently used in documenting classroom experiences and processes. The teachers
found the use of computerized rubric-making program very useful in creating authentic
assessment for performance-based activities.
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3. On the question: Do you observe any difference/ in the performance and/or achievement
and level of satisfaction of students before and after you used technology in your
classroom activities? Describe these differences.
Majority of the teachers said that the students were more responsive and interested to
do their projects and activities when technology is used. As a result, creativity among
the students was harnessed. It was also observed that the students are very eager to
work in groups and have developed problem-solving and decision-making skills in the
process of accomplishing the projects given to them.
4. On the question: What were the reasons why you were not able to implement your PBL?
Probe for infrastructure limitation, administrative support, resources, time constraints,
etc.
Although infrastructure and administrative support were provided, the teachers all
agreed that time constraint was one of the major factors why their projects were not
implemented. The teachers also handled other non-academic activities and found it
difficult to balance their academic and non-academic duties, e.g. at the start of the year
(2014), they became focused on the NAT review classes. Two of the teachers said that
were confused on the PBL process and were not able to strictly follow the steps on how
to implement it in their subject areas. One teacher said that he lacked support and
commitment from his school head, thus, making it difficult for him to start his project.
5. On the question: Would you be willing to implement your PBL in the future?
All of the teachers expressed interest to pursue their PBL activities in the following school
year, it was agreed that CBE gives them until the end of September 2014 to finish their
projects. Conduct of M&E will be made to determine the results of the project
implementation.
6. On the question: What type/s of support do you need in order to successfully implement
your project?
The teachers replied that more time is needed for them to accomplish their projects. It
was also requested that the school heads be more committed to support the
implementation of the projects so that co-teachers will also be interested to participate
in the process. One teacher requested for stable internet access in order to for him to
integrate technology in his project.
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IV. Recommendations
On the bases of the above results, the study would like to recommend the following:
a. that principals and those holding supervisory positions be given an orientation briefing
on PBL Approaches and commitments required of the program before the conduct of
the actual training so that the PBL projects implemented by the teacher-trainees be
given more support and focus;
b. that teachers trained under this program be de-loaded from other non-academic duties
to allow them to fully implement their projects and performance merits be given
according to the results of the PBL project;
c. that PBL trainings be focused not only in NCR but also to other regions in the Philippines
to strengthened PBL implementation in the classrooms;
d. that teachers in both public and private schools nationwide must integrate PBL
approaches to enhance teaching- learning processes in the classroom;
e. that ICT integration in PBL approaches be utilized in all classrooms to meet the 21st
century standards;
f. that provisions for PBL training partnership for Coalition for Better Education and City
Savings Bank be further strengthened by pursuing continuing enhancement training
programs for successful teacher-trainees.
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V.References:
http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CFEQFjAG&
url=http%3A%2F%2Fdent.osu.edu%2FOAA%2Ffaculty_development%2FTeachingResources%2Fc
hangeup.doc&ei=j-oyU_WPPIjliAfP2oC4BQ&usg=AFQjCNG--RHP-eAlxpcqD8nqvDyz5LMc3Q
http://www.indiana.edu/~teaching/allabout/pubs/changeups.shtml Joan Middendorf & Alan
Kalish. TRC Newsletter, 8:1 (Fall 1996).
From Teacher to FacilitatorMichael Sunnarborg,
http://www.learningsolutionsmag.com/articles/74/from-teacher-to-facilitator