IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE
2021
UTILIZATION OF PROJECT-BASED LEARNING (PBL) RESOURCES IN
SENIOR HIGH SCHOOL
1
MARIEL L. RESABA, Ed.D., 2NORRIE E. GAYETA, PhD.
1
0000-0002-2285-8476,2 0000-0002-2965-8311
1
mariel.resaba@deped.gov.ph, 2norrie.gayeta@gbatstate-u.edu.ph
1
Primitivo Kalaw Senior High School, Division of Batangas, Department of Education
2
Batangas State University, Main I, CTE, Rizal Avenue, Batangas City, Philippines
ABSTRACT
This study assessed the utilization of project-based learning (PBL) resources in Senior High schools. It
described the PBL resources and the extent of their utilization along science, technology, engineering, and
mathematics (STEM) components. It compared the administrators’ and teachers’ assessment on the PBL
resources. Further, it identified the opportunities and challenges in these resources. A management
program was prepared to enhance the delivery of STEM instruction. This study used the descriptive
method of research with a questionnaire as the main data gathering instrument. Unstructured interview
and focus group discussion complemented the results. Respondents were 124 administrators and 304
STEM teachers from the four Division of Batangas – Division of Lipa, Batangas, Batangas City, and
Tanauan. Weighted mean and t-test were used in the analysis of data. Project-based learning in public
senior high schools was supported with capable teachers and sufficient material resources. The utilization
of PBL resources Along Science, Technology, Engineering, and Mathematics was observable among
STEM teachers, yet there was seeming need to use them more extensively for better Science instruction.
On the other hand, the administrators and STEM teachers varied significantly in their assessments on
adequacy of PBL material resources, but both concurred on human resources to handle PBL instruction
and activities. Moreover, main concerns were financial resources and optimizing PBL resources for
international collaboration and research appreciation. Finally, the developed management program for the
utilization of PBL resources may provide administrators and teachers an appropriate framework to use
PBL resources that enhance the delivery of STEM instruction.
Keywords: Project Based-Learning, PBL Resources, STEM Instruction, management program.
INTRODUCTION
STEM
education
integrates
an
understanding of science, math skills, and the
technology with the ability to perform engineering
design process. It is an interdisciplinary field that
connects the four disciplines, namely Science,
Technology, Engineering and Mathematics.
Students who master STEM has a lot of
capabilities, such as the ability to identify,
implement, and integrate the concepts of Science,
Technology, Engineering and Mathematics to
understand complex issues and have the power to
innovate in solving problems. Department of
Education identified STEM strand had to be the
second-most enrollment career path in Academic
Track. Apart from the very fact that STEM strand
gives you more options on what to select for your
college courses, this data has also been proven by
an increasing number of students who put interest
in different STEM-related. field such as Agriculture,
Engineering, Health, Information Technology, and
other diverse courses in Mathematics and Science.
The continuing high attention for Science,
Technology, Engineering and Mathematics
(STEM) from students, teachers and curriculum
developers was evident even before Department of
Education (DepEd) mandated the revision of the
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RESABA, M.L., GAYETA, N.E., Utilization of Project – Based Learning (PBL) Resources in Senior High School,
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Philippine Education System through the Republic
Act No. 10533 otherwise referred to as the
“Enhanced Basic Education Act of 2013” (DO 43,
s. 2013). This action of adding two additional years
for Basic Education known to be the senior high
school School’s Grade 11 and 12, aims to supply
graduates who are “globally competitive” with the
acquired skills and competencies there is suited to
local and international requirements specially with
the continuous advancement in the field of STEM.
Meanwhile, Project-based learning is rooted
in the progressive education movement, which
advocated for more student- centered and
experiential approaches that support deeper
learning through active exploration of real-world
problems and challenges. It is an effective
pedagogical approach that produces quality
content learning, higher levels of engagement and
more positive perceptions of the subject matter
(Bas, 2011). Hence, it challenges the students to
demonstrate solutions to produce outcome which
requires hands-on work that gives students the
opportunity to develop the real-life skills required
for success in today’s world. Furthermore, it has
been utilized for decades in a variety of content
areas and in a variety of settings. It provides
students with practical applications of concepts
that allows for them to make connections between
the content being learned and the real world. The
connections allow students to see that there are
opportunities for them to use information gathered
in the real world (Efstratia, 2014; Chang, 2014).
The role of project-based learning (PBL) in
STEM has gained much interest since the
beginning of the 21st century. STEM PBL
instruction is quite different from knowledgecentered and traditional instruction because it
requires the teacher to fully comprehend its
pedagogical orientation for successful teaching
practice. Therefore, STEM PBL is both challenging
and motivating. It requires students to think
critically and analytically and enhances higherorder thinking skills. Also, it requires collaboration,
peer communication, problem-solving, and selfdirected learning while incorporating rigors for all
students (Ejiwale, 2012; Capraro, 2013).
In addition, project-based learning presents
students with a problem or challenge to solve,
requires them to gather information from various
2021
resources, and asks them to come up with an
original solution that ends in a product or
performance (Railsback, 2012). It is an excellent
approach that provides multiple options for
students with different learning preferences and
linguistic levels. Furthermore, project-based
learning offers a wide range of benefits to both
students and teachers. It uses in school to engage
students, cut absenteeism, boost cooperative
learning
skills,
and
improve
academic
performance. Direct-instruction methods that rely
on
textbooks,
lectures,
and
traditional
assessments do not work well in the more openended, interdisciplinary world of project-based
learning (Kean, & Kwe, 2013). Rather, teachers do
more coaching and modelling and less telling. They
need to be comfortable with wrong turns that
students may make find easier way to complete a
project. The central activities of a project involve
inquiry and the construction of new knowledge by
the student (Rabacal, Geroso, & Oliveros, 2018).
In connection to this, students are more likely
to retain material and understand abstract
concepts due to the more hands-on environment
that project-based learning creates. Students learn
how to collaborate and bounce ideas off each other
so that it will develop their critical thinking and
problem-solving skills and also allows them to learn
different ways of thinking and how to come to
conclusions more efficiently and effectively
(Karaçalli & Korur, 2014). Students typically have
a choice when it comes to designing their project,
which allows them to pursue their interests and
engage their curiosity. On the other hand, teachers
may find themselves learning alongside their
students as projects unfold. With ample projectbased learning opportunities, students can
succeed in multiple content areas in the classroom,
along with skills that they can utilize to be
successful.
Moreover,
it
provides
the
contextualized
and
authentic
experiences
necessary for students to scaffold learning and
build powerful science, technology, engineering,
and mathematics concepts meaningfully (Lam,
Cheng, & Choy, 2010; Capraro, 2013).
Undoubtedly, project-based learning is
currently experiencing a resurgence of interest in
K-12 schools based upon the need to educate
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them in response to changes in requiring different
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RESABA, M.L., GAYETA, N.E., Utilization of Project – Based Learning (PBL) Resources in Senior High School,
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 3, NO. 2, JUNE
skills from the global workforce. It is not as a mere
classroom instructional strategy, but as the means
to redirect the instructional approach to teach the
skills needed to prepare students for the modern
global economy (Harris, 2014). Students become
more engaged in learning when they have a
chance to dig into complex, challenging, and
sometimes even messy problems that closely
resemble real life. Students' abilities to accumulate
new understanding are enhanced once they are
connected
to
meaningful
problem-solving
activities, and when students are helped to know
why, when, and the way those facts and skills are
relevant (Bell, 2010).
However, in orders to improve the
performance of STEM student through projectbased learning, teachers must have adequate
resources and facilities that provide an atmosphere
and amenities for student success (Tan, 2016).
The school remains the vehicle upon which
learning experiences that are relevant to the
challenges of life are driven. It plays a key role in
society by preparing future generations to use the
acquired knowledge to fulfil their responsibilities
more effectively. The school therefore must be a
flexible, adaptable, and functional institution of the
society (Lam, Cheng & Choy, 2010). Likewise, to
achieve the efficient and effective teaching and
learning process, it needs to harness and
maximally utilize the material and human
resources needed. Schools are incessantly
procured new facilities like STEM laboratories,
Research centers and e-classrooms for the
scholars to enjoy a conducive learning
environment. Department of Education is in n"art28">skills and up-to-date approaches so as for
them to perform their tasks and attain teaching
targets. All these addresses the demand of global
excellence in STEM education and respond to the
call the acceptability of the revised Basic Education
Curriculum to the Filipino community.
In this regard, the researcher, who is a Senior
High School STEM Coordinator, intends to assess
the utilization of project-based learning resources
on STEM instruction in senior high schools in
Batangas. This would serve as the basis to develop
a management program in project-based learning
resources that can be utilized for further
improvement. As STEM coordinator for two years,
2021
the researcher experienced the challenges
faced among the teachers who bring project-based
learning into the classroom. Indeed, the researcher
wants to take a risk in overcoming the initial
challenges by proposing a management program
for project-based learning (PBL) resources that
might help to enhance the delivery of STEM
instruction. The researcher believes that utilizing
project-based learning resources to STEM learning
can help teachers and students to communicate in
deeper understanding to the key concept as well
as on the mastery of 21st century essential STEM
learning skills.
OBJECTIVES OF THE STUDY
This study assessed the utilization of
project-based learning (PBL) resources in senior
high schools in the province of Batangas.
Specifically, the study addressed the following
objectives:
1. Describe the PBL resources as assessed by
administrators and teachers
1.1 Human
1.2 Material
2. Determine the extent of utilization of STEM
teachers on PBL resources along the
following components:
2.1 science
2.2 technology
2.3 engineering
2.4 mathematics
3. Find out the differences between the
assessments by the two groups of respondents
on learning resources
4. Identify the opportunities and challenges in
using PBL resources
5. Propose a management program on the
utilization of the PBL resources.
METHODOLOGY
The study employed the descriptive
research design and use a questionnaire as main
data gathering tool. The questionnaire had three
parts. Part I investigated the description of PBL in
terms of human and material resources as
assessed by the two respondent-groups. Part II
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RESABA, M.L., GAYETA, N.E., Utilization of Project – Based Learning (PBL) Resources in Senior High School,
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dealt with the extent of utilization of PBL resources
along STEM components. Lastly, Part III covered
the opportunities and challenges encountered in
using PBL resources.
The procedure was systematically and
orderly undertaken until the instrument was finally
validated by the Dean of the CTE Graduate
program and approved for administration. The
questionnaires were personally administered by
the researcher to each of the respondents in
participating schools through the help of the STEM
coordinators of the participating schools, friends,
and teacher-colleagues. Retrieval of the answered
questionnaire was also personally done by the
researcher from STEM coordinators a week after
the distribution.
Respondents of the study were 124
administrators and 172 STEM teachers selected
using
stratified
random
sampling
with
proportionate allocation. Statistical tools used to
analyze data gathered were weighted mean and ttest.
RESULTS AND DISCUSSION
After a careful and thorough analysis of the
gathered data, the study yielded these salient
findings:
1. Description of PBL Resources
1.1 Human. Administrators strongly agreed that
STEM teachers had the ability to use appropriate
teaching and learning resources, including ICT to
facilitate the research process in project-based
learning. They are knowledgeable in selecting
suitable instructional materials particularly in the
use of technology-oriented materials that facilitate
research process. This maybe because of the ICTrelated trainings provided by the Department of
Education. They added that the use of ICT
resources facilitates the teaching and learning
process in STEM lessons.
On the other hand, STEM teachers strongly
agreed that they possessed mathematical skills
needed in analyzing data and interpreting results.
It implies that the teachers of PBL demonstrated
mathematical knowledge and skill that warrants
confidence in the use of mathematics. In this way,
2021
the teachers can promote strategies such as
analyzing data, drawing contrasts, and making
connections.
Composite mean revealed that the respondents
agreed on the description of the project-based
learning related to human resources.
1.2. Material. In the area of library and online
resources, both respondents assessed that there
was very adequate blog site that allowed students
to share their work process. This implies that
teachers utilized blogging to promote discussion
among students. It promotes autonomous learning
by providing opportunities students to take more
control of their learning and encourages teachers’
critical thinking that value and respect towards
students’ points of view.
In the area of classroom and laboratory
facilities, for administrators, there were very
adequate spaces to support collaborative work and
demonstration
table
for
experimentation.
Collaborative learning spaces empower students
to work with each other in multiple perspectives.
Relative to teachers’ assessment, it was revealed
that there were adequate spaces to support
collaborative work, and laboratory counter and
storage room to ensure safe keeping of chemicals.
This implies that teachers considered learning
spaces for students offered high-quality
collaborative learning experiences. It is also vital
that invested properly for spaces in classroom
must ensure that the students receive a maximum
benefit by giving them the greatest chance of
significant and measurable academic progress.
Composite mean indicated that there was an
adequate library and online resources and
classroom and laboratory facilities for projectbased learning implementation.
2.
Extent of Utilization of Project-Based
Learning
2.1. Science. Designing a representation
or simulation for a depth understanding of science
concepts and integrating theory through practical
work were the PBL activities that were utilized by
the teachers to a great extent. Results imply that
teachers consistently created an opportunity that
challenged students and promoted inquiry by
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designing a representation or simulation. Further,
teachers are aware that they are responsible for
designing and implementing the need to enhance
their skills and abilities in teaching science.
On the other hand, preparation of simple
experimental set-up to demonstrate science
processes and visitation of industries or chemistry
laboratory to gain tangible learning was utilized to
a moderate extent. These results imply that
outdoor activities were not fully implemented by the
school. This is because the school followed the
memorandum of Department of Education on
educational tour for security of the students.
However, industrial visits represent important
activities that contribute to the achievement of
various essential learning outcomes and
objectives. It provides the students and programs
with dynamic real time feedback that is very useful
in the program learning outcomes process. It
enables educational institutions to build close ties
with industrial experts and to achieve the learning
outcomes to students.
Composite mean indicated that PBL along
science was utilized to a moderate extent in the
Senior High schools in Batangas.
2.2. Technology. Creating original or
derivative ICT content for image manipulation and
graphic design and creating online environment to
disseminate research findings were the PBL
activities utilized by the STEM teachers to a
moderate extent. This can be inferred that the
teachers of PBL taught and provided the basic
information skills, such as the use of various
sources of computer materials and application of
different computer software. As revealed by the
science teachers in the conducted interviews, they
need access to ICT improvements for classroom
implementation and to keep up with continuous
technological advances that is regular, scaffolded,
and sustainable.
Overall, as evident by composite mean,
STEM teachers moderately utilized technology
associated PBL. It could mean lack of teachers’
exposure in the use of modern ICT applications.
These applications were not discussed to them in
their undergraduate courses. Only basic ICT
applications were introduced to them by their
computer professors. In addition, as revealed in the
2021
FGD conducted, this applies more to senior
teachers in the 50 above age bracket who are not
trained to use ICT applications and software.
Engineering. Formulating appropriate
mathematical statements using mathematical
induction or binomial theorem and solving real-life
problems accurately involving continuity of
functions were utilized to a moderate extent by the
STEM teachers. The moderate utilization of these
PBL activities is maybe because teachers
encountered difficulty in identifying mathematics
content in a range of context and applications.
Likewise, some of them need to understand how
students develop understanding of specific
mathematical content and how the content can be
represented and made accessible for students.
Understanding the knowledge required is vital
given established importance to the effectiveness
of PBL.
The composite mean indicated that the
PBL as applied in engineering was utilized to a
moderate extent and therefore needs to be
included in the reform necessary for the
enhancement of engineering instruction.
2.4 Mathematics. Performing appropriate
tests of hypotheses and investigating problems
involving simple and compound interests and
simple and general annuities using appropriate
business and financial instruments were utilized by
the STEM teachers to a moderate extent. These
imply that teachers in PBL had have a moderate
understanding in those competencies in
Mathematics. This was further confirmed by the
teacher during the FGD. According to them, most
of the topic in STEM such as Macromolecular
Synthesis,
Energy
Metabolism,
Molecular
Genetics, Introduction to Computational Modeling
Data Analysis, Statistical Analysis, Symbolic Math,
Linear Algebra, And Simulation Techniques were
not commonly discussed in high school. Therefore,
this finding suggests that teachers should be given
training on those areas.
The composite mean indicates that the PBL
in mathematics was moderately utilized. Findings
reveal that STEM teachers should be provided with
the resources and trainings to learn new
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mathematical skills needed to further improve the
use of PBL.
3. Comparison on the Assessments on Project
– Based Learning Resources
The two groups of respondents did not
differ significantly in their assessments on PBL
relative to human resources as revealed in the
obtained computed t – value and yielded value,
which is greater than 0.05 level of significance.
This means both groups considered instructional
supervision as part of their responsibility. They
were both focused on providing guidance,
improving
performance,
and
enhancing
professionalism, and morale of their teachers.
Further, since they worked in same division, they
were aware of the academic status and
achievement of their co-workers and conduct
regular observation. It also showed administrators
tried to make teachers more efficient, so that they
better develop students.
Table 9
Comparison on the Assessments on PBL Resources
Mean
Std
Dev
Human Administrator
Resources
Teachers
3.12
0.10
3.12
0.18
Material Administrator
Resources
Teachers
3.05
0.18
3.15
0.14
T- value
Pvalue
Decision
on
H0
Interpretation
0.1979
-
0.4216
Failed to
Reject
Not
Significant
2.8525
0.0048
Reject
Significant
α = 0.05
On the other hand, assessments different
significantly on PBL relative to material resource as
reflected in the computed t – value and yielded a
value which was significantly lower than 0.05 level
of significance. The mean report also shows that
the STEM teachers assessed PBL material
resources higher than the administrators.
This
could be because STEM teachers have first-hand
knowledge in the utilization of project-based
learning material resources than administrators.
They were more aware on the adequacy,
availability, and accessibility of the resources.
They are the one that find time seeking information
from different sources to be provided to their
students. The findings were affirmed by the
teachers on the conducted
interview
that
2021
student’s performance was affected by the
quality and quantity of teaching and learning
materials.
4. Opportunities and Challenges Met in using
Project-based Learning Resources
Respondents strongly agreed that projectbased learning offered opportunities in the
adoption of new learning models necessary for
global
collaboration
and
communications.
Moreover, they agreed that the use of projectbased learning will help students to develop
appreciation for research in the field of science,
technology, engineering, and mathematics
resources. In using PBL resources, a student
connects new information to the most crucial things
to understand and remember in doing a certain
project. It can also be inferred those students were
able to acquire basic knowledge and skills on the
projects and use them for learning purposes.
Respondents were expected to expose students to
a wide range of skills and competencies that may
leads to innovation.
The composite mean indicates that the two
groups of respondents concerned that there is an
opportunity in using project-based learning
resources.
On the other hand, respondents strongly
agreed that sufficiency of funds to support projectbased learning resources as well as the heavy and
demanding workloads for teachers and students
was a challenge encountered in using PBL
resources. This means that in using PBL
resources, it may result to additional workloads for
teachers and students. This maybe because since
there are insufficient
resources, teachers are
required to fund alternative ways. to pursue PBL.
Likewise, students will consume over time to finish
the project created by their teacher. This was
supported by the teachers from the conducted
interview that since PBL was new to them, they
need time to reflect on their work, plan lessons,
develop skills and knowledge, and interact with
colleagues about the approach.
The composite means indicate agreement
of the two groups of respondents on the challenges
in project-based learning resources utilization. This
is because respondents are both involved in
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planning, organizing, and implementing PBL and
were knowledgeable on the requirement to
successfully implement PBL.
5. Development of Management Program for
Project-based Learning (PBL) Resources
Based on the key results of the study, a
management program was proposed to manage
the utilization of PBL resources. It features
objectives, timeframes, activities/projects, and
expected success indicators. Specifically, it
highlighted different activities that may serve as a
guide in the implementation of PBL resources
management programs for the enhancement of
STEM instruction.
2021
RECOMMENDATIONS
Based on the foregoing findings and
conclusions, the following recommendations were
presented:
1. The proposed management program may
be evaluated and validated for the
possibility of its implementation for STEM
instruction.
2. Collaboration with stakeholders may be
strengthened for possible human and
financial support in the conduct of different
PBL projects and programs.
3. A similar study may be conducted for the
continuous enhancement of STEM
instruction.
CONCLUSIONS
REFERENCES
In the light of the findings revealed by the
study, the following conclusions are drawn:
1. PBL in public Senior High schools is
supported with capable STEM teachers and
sufficient material resources.
2. While the utilization of PBL resources along
Science, Technology, Engineering, And
Mathematics is observable among STEM
teachers, there is still seeming need to use
them more extensively for better science
instruction.
3. The administrators and STEM teachers vary
significantly in their assessments on
adequacy of PBL material resources while
similarity in assessments exist in human
resources capability to handle PBL
instruction and activities.
4. Sufficiency of funds to support project-based
learning and optimizing PBL resources for
international collaboration and research
appreciation are the main concern for PBL
implementation.
5. The developed management program for
the utilization of PBL resources may provide
administrators and teachers appropriate
framework to use PBL resources that
enhance the delivery of STEM instruction.
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2021
AUTHORS’ PROFILE
Mariel L. Resaba, Ed.D is designated as master
teacher 1 at Primitivo Kalaw Senior High School
and a part-time Instructor at University of
Batangas, Lipa Campus, taught science subjects.
She is a STEM coordinator and School Based
Management Coordinator. She obtained BSEDGeneral Science degrees at Southern Luzon State
University in 2005. She earned her master’s
degree major in Science teaching and Doctor of
Education major in Educational Management at
Batangas State University, Main I, Rizal Avenue,
Batangas City in 2015 and 2020, respectively.
Norrie E. Gayeta, Ph.D obtained the BSEdGeneral Science and MAEd-Science Teaching
degrees at Batangas State University in 1997 and
2001, respectively. She finished her Doctor of
Philosophy in Science Education at Centro Escolar
University in the year 2017. She taught Chemistry
subjects at Public Secondary School for 10 years
and 15 years at Batangas State University. At
present, she is a science professor of the Batangas
State University, College of Teacher Education,
Undergraduate and Graduate programs. She also
served as Department Chairs and Associate Dean
of the said College. Currently, she is the Head of
Quality Assurance Management of the same
University.
COPYRIGHTS
Rabacal, J. S., Geroso, M. S. & Oliveros, J. A., (2018).
Developing students' 21st century skills using
project-based learning. Asia Pacific Journal of
Multidisciplinary Research, Vol. 6, No. 2, 47-53.
http://www.apjmr.com/wp
content/uploads/2018/06/APJMR-2018.6.2.2.06.pdf
Railsback, S.,Grimm, V., (2012) agent-based and
individual-based modeling: A practical introduction.
https://www.researchgate.net/publication/25826075
5_Agent-Based_and_IndividualBased_Modeling_A_Practical_Introduction
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IIMRJ. This is an open-access article distributed
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License
(http://creative
commons.org/licenses/by/4).
Tan, J. Chapman, A. (2016). Project-Based Learning for
academically- able students. Sense Publishers.
https://www.springer.com/gp/book/9789463007320
P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com
RESABA, M.L., GAYETA, N.E., Utilization of Project – Based Learning (PBL) Resources in Senior High School,
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