LEARNING BY DOING: THE USE OF LECTURE VS PROJECT-BASED

LEARNING TO IMPROVE TLE TEACHERS TEACHING STRATEGY

A Completed Action Research

With the Theme: Teaching and Learning

A Partial Fulfillment for the Subject Requirement

in Educ 145 (Teaching Internship)
Bachelor of Technology and Livelihood Education-Home Economics
Davao Oriental State University

Name

May 2023
 Abstract

RESEARCHERS, DESIGNATION, Davao Oriental State University, City

of Mati, Davao Oriental, Philippines, LEARNING BY DOING: THE USE OF
LECTURE VS PROJECT-BASED LEARNING TO IMPROVE TLE TEACHERS
TEACHING STRATEGY.

The paper aims to improve the teaching strategy of the TLE teachers in by

utilizing project-based learning. The paper opted for a quasi-experimental

design. Data gathered were analyzed using a paired-sample t-test and one-way

analysis of covariance (ANCOVA). Analysis of the data using a paired-sample t-

test indicates a significant difference as teachers rated higher after the

introduction of project-based learning than the traditional lecture method.

Further, results also showed that the project-based learning can help improve

the teaching strategy of TLE teachers.

Keywords: project-based learning, lecture method, teaching strategy, TLE

teachers
 Approval Sheet

This research entitled “LEARNING BY DOING: THE USE OF LECTURE

VS PROJECT-BASED LEARNING TO IMPROVE TLE TEACHERS TEACHING

STRATEGY”, prepared and submitted by [Researcher/s], is hereby

recommended for approval.

Approved:

MARIA GLORIA R. LUGO

Student-Teacher Supervisor
 TABLE OF CONTENTS

Abstract

Approval Sheet

Table of Contents

List of Tables

List of Figures

Acknowledgement

Introduction
Context and Rationale
Research Questions
Proposed Innovation / Intervention / Strategy

Method
Participants and/or other Sources of Data and Information
Data Gathering Methods
Data Analysis Plan

Discussion of Results and Reflection

Plans for Dissemination and Utilization

References

ANNEXES
Time Table/Gantt Chart
Cost Estimates / Financial Report
Plans for Dissemination and Advocacy
Raw Data
 LIST OF TABLES

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 LIST OF FIGURES

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 ACKNOWLEDGEMENT

Our sincere appreciation goes to the TLE teachers at DAWAN NATIONAL

HIGH SCHOOL, who generously shared their time, expertise, and valuable

insights as participants in this research.

We are deeply grateful to the students at the same school who actively

engaged in the classroom activities and projects during this research. Their

enthusiasm and commitment to learning were crucial in gathering meaningful

data and evaluating the effectiveness of both lecture-based and project-based

learning approaches.

We would like to extend our sincere thanks to our academic advisor

MAM LUGO, for their guidance, expertise, and unwavering support throughout

the entire research process. Their insightful feedback and invaluable

suggestions played a pivotal role in shaping the direction and methodology of

this study.

We would like to express our gratitude to the experts and educators in

the field of Technical Livelihood Education (TLE) who provided valuable

insights and resources during the research process.

Finally, we would like to acknowledge the support and understanding of

our family and friends who have stood by us during this research journey.

Their encouragement, patience, and unwavering belief in our abilities have

been a constant source of motivation and inspiration.

Above all, to God, who is the source of our knowledge and wisdom. To

Him be all the glory and honor.

 CHAPTER I
INTRODUCTION

Context and Rationale

In accordance with Republic Act No. 10533, the curriculum of the

Philippines' Basic Education System was strengthened, and the number

of years for basic education was increased (Republic of the Philippines,

2013).

Moreover, Technology and Livelihood Education (TLE) subject plays

a vital role in attaining the goals and objectives of the new enhanced

curriculum. The commendable significance of Technology and Livelihood

Education subjects draws many students due to its appealing

importance.

With the various demands in the Philippines, non-TLE teachers are

handling TLE subjects even if they lack certain competencies like a full

fledge TLE teacher. Some of them learned the competencies in the TLE

through self-study, peer tutorials, experiences and with the aid of social

media and technologies (Schuler et al., 2015).

However, here in Dawan National High School, the TLE teachers

observed that many of their students perceived TLE as disconnected from

their interests and future goals, resulting in disengagement and a lack of

motivation.

This observation is supported by Azubuike (2011) who posited that

students have the feeling that even if one is at home the requite skills
 9

needs to learn must cook, farm; etc. can be acquired without formal

training.

When students engage in projects that align with their interests

and allow them to explore areas of personal passion within TLE, they are

more likely to be motivated to invest time and effort in their learning.

Thus, this study was proposed with the aim to find out the efficiency of

Problem-Based Learning to improve the teaching strategy of TLE teachers

in Dawan National High School.

Thus, the researchers are going to utilize Project-based learning

(PBL) to provide TLE teachers with opportunities to facilitate their

students to work on authentic projects that require critical thinking,

problem-solving, and creativity.

According to Smith (2022), project-based learning plays a crucial

role in fostering student engagement, promoting critical thinking skills,

and enhancing real-world application of knowledge in the classroom.

Further, the researchers believe that with the TLE teachers’

improved teaching strategy, students can tailor their projects to their

individual strengths and interests. This encourages active participation,

as students feel empowered and supported in their learning journey.

 10

Research Questions

The primary purpose of this study is to determine the efficacy of

using Project-based learning strategy to improve the teachers’ teaching

strategy in Technology and Livelihood Education (TLE).

Specifically, it will seek to answer the following questions:

1. Does the Problem-Based Learning improve the teachers’

teaching strategy in TLE?

2. Is there a significant difference of the TLE teachers’ teaching

strategy when Problem-Based Learning is utilized in the

classroom?

Innovation / Intervention / Strategy

For the intervention, the researchers used the Project-Based

Learning (PBL), pioneered by Barrows and Tamblyn at the medical school

program at McMaster University in Hamilton in the 1960s. This strategy

was carried out through the following activities in TLE classes. The

procedure is explained in the following steps:

1. Needs Assessment: The TLE teachers conducted a thorough needs

assessment to identify the specific areas in TLE where students

show limited interest. They will gather feedback from students,

teachers, and other stakeholders to understand their perspectives

and identify potential project topics that align with TLE concepts

and real-world applications.

 11

2. Objective Setting: The TLE teachers clearly defined the learning

objectives and outcomes they aim to achieve through project-based

learning. These objectives were aligned with the TLE curriculum

and address the areas where student interest needs improvement.

3. Project Selection: The TLE teachers then selected projects that

were relevant to TLE concepts and have practical applications.

They considered projects that reflect real-world scenarios and

challenges, allowing students to see the direct connections

between their learning and its practical implications.

4. Planning and Design: The researchers developed a detailed plan

for each project, including a timeline, necessary resources,

materials, and tools. They considered how the project will be

integrated into the existing curriculum and identify any potential

challenges or limitations.

5. Group Formation: The TLE teachers organized students into

groups based on their strengths, interests, and compatibility. They

also encouraged diversity within groups to foster collaborative

learning and enable students to learn from each other.

6. Guided Instruction: The TLE teachers provided explicit guidance

and instruction to students on how to approach the project. They

offered workshops or mini lessons to teach relevant skills,

techniques, and strategies they may need to complete their

projects successfully.
 12

7. Project Implementation: The TLE teachers allowed students to

engage in the project-based learning process. They also monitored

their progress, provide support and feedback, and encourage

critical thinking, problem-solving, and creativity. They facilitated

discussions, offer guidance, and encourage collaboration among

group members.

8. Reflection and Assessment: The TLE teachers incorporated

regular reflection opportunities for students to evaluate their

progress, challenges faced, and lessons learned. They also ensured

to encourage them to document their experiences, analyze their

strengths and areas for improvement, and identify strategies for

future projects. Part of the task was to also assess students based

on project outcomes, presentations, reflections, and any other

agreed-upon assessment criteria.

9. Showcase and Celebration: The TLE teachers also provided

opportunities for students to present their projects to their peers,

teachers, and the wider school community. They emphasized the

need to celebrate their achievements and acknowledge their efforts.

This included exhibitions, presentations, or displays to showcase

the projects and the skills developed throughout the process.

10. Evaluation and Continuous Improvement: The TLE

teachers then evaluated the effectiveness of the project-based

learning strategy by answering the survey form.

 13

CHAPTER II
METHOD

Participants and/or other Sources of Data and Information

The TLE teachers from Dawan National High School participated

in this action research. The study included all 14 TLE teachers from the

Junior High School Department, selected using total population

sampling.

In the initial phase, the teachers were introduced to the traditional

teaching method, specifically the lecture method. They implemented the

lecture method in their classes and later responded to a survey

questionnaire that assessed their perception of its effectiveness and their

overall experience with it. This survey was conducted before the

introduction of Problem-Based Learning (PBL).

In the subsequent phase, the same teachers implemented PBL

after receiving orientation on how to facilitate it. They incorporated the

PBL strategy into their teaching practices and subsequently completed a

survey questionnaire to evaluate its efficiency and their experience using

it.

Data Gathering Methods

This action research employed a quantitative approach, specifically

utilizing the quasi-experimental design for data collection. Before

collecting data, a formal written request was submitted to the principal

 14

to seek permission to conduct the study. The selected TLE teachers were

then approached to participate as respondents.

For the statistical treatment, the researchers used the Paired

Sample T-test and One-Way Analysis of Covariance (ANCOVA). The

sample paired T-test was used to determine the significant difference

between the lecture method and PBL results. Further, a paired t-test was

used to compare two population means where you have two samples in

which observations in one sample can be paired with observations in the

other sample. A comparison of two different methods of measurement or

two different treatments where the measurements/treatments were

applied to the same subjects (Rosie, 2004).

 15

CHAPTER III
DISCUSSION OF RESULTS AND REFLECTION

Presented in this portion are the results and findings of the study:

Table 1. Scale for evaluating the two methods in terms of quality,

efficiency, and timeliness
Range of Interval Description Interpretation
3.26 – 4.00 Very High This means that the predictor
statement about the indicator is
highly manifested.
2.51 – 3.25 High This means that the predictor
statement about the indicator is
manifested.
1.76 – 2.50 Low This means that the predictor
statement about the indicator is
fairly manifested.
1.00 – 1.75 Very Low This means that the predictor
statement about the indicator is
not manifested.

Table 2. Level of effectiveness using the lecture method in teaching

students in TLE
Measurement Sample Std Mean Interpretation
Deviation
Quality 14 0.5643 2.30 Low
Efficiency 14 0.4036 2.61 High
Timeliness 14 0.4297 2.60 High
OVERALL 0.4659 2.50 LOW

Shown in Table 2 are the mean scores for the measurements of

effectiveness on the lecture method in teaching students in TLE with an

 16

overall mean of 2.50 described as Low. The low level could be attributed

to the low rating given by the TLE teachers in most of the items in

quality, efficiency, and timeliness of the tool. This means that the

teacher’s response to the predictor statement about the indicator is fairly

manifested.

The overall mean was the result gathered from the computed
mean scores of the measurements of effectiveness on the lecture method
in teaching students in TLE. The responses of teachers are as follows:
2.30 or Low for quality, 2.61 or High for efficiency, and 2.60 or High for
timeliness.
Table 3. Level of effectiveness using the problem-based learning
(PBL)
Measurement Sample Std Mean Interpretation
Deviation
Quality 14 0.2432 3.53 Very High
Efficiency 14 0.2282 3.41 Very High
Timeliness 14 0.2585 3.57 Very High
OVERALL 0.2433 3.50 VERY HIGH

Shown in Table 3 are the mean scores for the measurements of

effectiveness on using the problem-based learning (PBL) with an overall

mean of 3.50 described as Very High. The very high level could be

attributed to the high rating given by the TLE teachers in most of the

items in quality, efficiency, and timeliness of the tool. This means that

the teacher’s response to the predictor statement about the indicator is

highly manifested.
 17

The overall mean was the result gathered from the computed

mean scores of the measurements of the effectiveness of using the

problem-based learning (PBL). Responses of teachers are as follows: 3.53

or Very High for quality, 3.41 or Very High for efficiency, and 3.75 or

Very High for timeliness.

Comparing the results, it is obvious that problem-based learning

(PBL) can improve the teaching strategy of TLE teachers in Dawan

National High School.

Table 4. Results of paired-sample t-test between the two methods in

terms of quality
Methods Sample SD Mean t df p-
value
Manual 14 0.5643 2.30
e-LSD 14 0.2432 3.53 -7.114 13 0.000

As presented in Table 4, a paired sample t-test was used on a

sample of 14 TLE teachers to determine if there was a statistically

significant difference between the mean scores before and after the

intervention. The teachers rated higher after the introduction of PBL

(3.53 ± 0.2432) than the lecture method (2.30 ± 0.5643). Table 4 shows

that the responses of the teachers have a t(13) = - 7.114, p < 0.00. Since

p < 0.05, then there is a significant difference between the responses of

the teachers in the two methods of teaching students in TLE in terms of

the quality of the tool.

Table 5. Results of paired-sample t-test between the two methods in

terms of efficiency
 18

Methods Sample SD Mean t df p-

value
Lecture 14 0.4036 2.61
PBL 14 0.2282 3.41 -5.959 13 0.000

As shown in Table 5, a paired sample t-test was used to determine

if there was a statistically significant difference between the mean scores

before and after the intervention. The TLE teachers rated higher after the

introduction of PBL (3.41 ± 0.2282) than the lecture method (2.61 ±

0.4036). Table 5 shows that the responses of the TLE teachers have a t

(13) = -5.959, with p < 0.00. Since p < 0.05, then there is a significant

difference between the responses of the teachers in the two methods of

teaching students in TLE in terms of the efficiency of the tool.

Table 6. Results of paired-sample t-test between the two methods in

terms of timeliness
Methods Sample SD Mean t df p-value
Manual 14 0.4297 2.60
e-LSD 14 0.2585 3.57 -6.997 13 0.000

As shown in Table 6, a paired sample t-test was used to determine

if there was a statistically significant difference between the mean scores

before and after the intervention. The teachers rated higher after the

introduction of PBL (3.57 ± 0.2585) than the lecture method (2.60 ±

0.4297). Table 6 shows that the responses of the TLE teachers have a

t(13) = -6.997, with p < 0.00. Since p < 0.05, then there is a significant

difference between the responses of the teachers in the two methods of

teaching students in TLE in terms of the timeliness of the tool.

 19

Based on the results, this implies that it is obvious that problem-

based learning can help improve the teaching strategy of TLE teachers in

Dawan National High School.

 CHAPTER IV
ACTION PLAN

Area of Objectives Activitie Resource Time Estimate

Focus s s Fram d
e Cost

School Equip Conduct N/A June N/A

Learning teachers School 2023
Action Cell
with Learning
(SLAC) on
Utilizing skills in Action
Problem- using Cell
Based Problem- (SLAC)
Learning Based
(PBL) Learning
(PBL)

Disseminatio Conduct Conduct N/A June N/A

n information Training 2023
of Results disseminatio
/
n
on the Webinar
results
of the action
research

Wider Conduct Conduct N/A July N/A

Disseminatio Division Training 2023
n /District
/
of Results Level
information Webinar
disseminatio
n
on the
results
of the action
research
 References

Azubuike, O. (2011) Influential Factors Affecting the Attitude of

Students Towards Vocational/Technical Subjects in Secondary
Schools in Southeastern Nigeria. Journal of Educational and Social
Research, Vol. 1, http://

Flores, S. M., & Clark, J. F. (2019). The Role of Teachers in Fostering

Writing Development. Journal of Adolescent & Adult Literacy,
63(2), 139-143. doi: 10.1002/jaal.912

Republic of the Philippines. (2013). Republic Act No. 10533: Enhanced

Basic Education Act of 2013. Retrieved from
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-
10533/

Rosie, S. (2004). Mathematics Learning Support Center. Retrieved

november 22, 2019, from
http://www.statstutor.ac.uk/resources/uploaded/paired-t-
test.pdf: http://www.statstutor.ac.uk/resources/uploaded/paired-
t-test.pdf

Schüler, S., Rösken-Winter, B., Weißenrieder, J., Lambert, A., & Römer,
M. (2015). Characteristics of out-of-field teaching: Teacher beliefs
and competencies.

Smith, J. (2022). Implementing Project-Based Learning in the Classroom.

Education Today. Retrieved from
https://www.educationtoday.com/project-based-learning

UNESCO. (2015). Education for All Global Monitoring Report 2015:

Education for All 2000-2015: Achievements and Challenges. Paris:
UNESCO.
 ANNEXES

Time Table/Gantt Chart

PERSON
TASK # TASK NAME START FINISH DURATION
INVOLVED

Secured
approval/
consent for the Researchers,
March
conduct of this March TLE
1 29, 3 days
action 27, 2023 teachers,
2023
research to the principal
concerned
individuals

Validation of
April 3, April 5, Researchers,
2 survey 3 days
2023 2023 MT-TLE
questionnaire

Final editing of Researchers

April 6, April 6,
3 survey 1 day
2023 2023
questionnaire

Secure
approval/
consent to
April 7, April 11, Researchers,
4 participants for 3 days
2023 2023 TLE teachers
the conduct of
this action
research

Conduct of
April 17, April 21, Researchers,
5 lecture method 5 days
2023 2023 TLE teachers
and survey

Conduct of
April 24, April 28, Researchers,
6 PBL and 5 days
2023 2023 TLE teachers
survey

7 Analysis of May 2, May 5, 4 days Researchers

 survey results 2023 2023

Write results
and discussion May 8, July 11, Researchers,
8 5 days
of the gathered 2023 2023 Statistician
data

Make reflection
May 12, May 12,
9 based on the 1 day Researchers
2023 2023
results

Finalize &
submit the
May 15, May 16,
10 completed 2 days Researchers
2023 2023
action
research paper

Disseminate
among the
Dawan NHS
teachers the May 17, May 17,
11 1 day Researchers
completed 2023 2023
action
research
during SLAC

Cost Estimates / Financial Report

This part shows the detailed breakdown of the items with their

corresponding costs:

Item and
Activities Unit Price Quantity Total
Specification
Bond paper (A4
reams 250.00 2 500.00
1. Reproduction of size)
survey Ink (red, blue,
bot 150.00 4 600.00
questionnaires, and yellow, black)
quiz materials Stapler pc 200.00 1 200.00
Stapler wire box 100.00 1 100.00
Snacks pcs 50.00 82 4,100.00
 2. snacks of Ballpen box 180.00 1 180.00
participants during Fare and
the pre-test 600.00
Allowance
3. Travelling
expenses during the
validation of the
action research
instruments (pre-test Cell cards
and post-test and pcs 300.00 3 900.00
(Internet)
survey
questionnaires)
4. Data analysis &
discussion
Snacks pcs 50.00 82 4,100.00
5. snacks of Bond paper (A4
participants during reams 250.00 1 250.00
size)
the post survey
6. reproduction of
essay worksheet for Ink (red, blue,
bot 150.00 4 600.00
post-test yellow, black)

Snacks pcs 50.00 10 500.00

1. interview of
participants Battery pcs 100.00 2 200.00

Bond paper (A4

reams 250.00 1 250.00
8. Completion of the size)
Action Research Cell cards
pcs 300.00 3 900.00
Paper (Internet)
9. Dissemination of binding (hard) pcs 160.00 7 1,120.00
the completed action Ink (red, blue,
research paper bot 150.00 4 600.00
yellow, black)
during school LAC 1 snacks & 1
session packs 250.00 40 10,000.00
meal (cater)
10. Researchers’
special paper for pcs 5.00 100 500.00
meals and snacks
certificates &
invitation
CD with case pcs 80.00 35 2,800.00
pax 250.00 4 1,000.00

TOTAL 30,000.00

Plans for Dissemination and Advocacy

The researchers plan to create and present an activity plan that

will help distribute their finished action research paper to the school
principal for endorsement, and then it will be sent to the Office of the

Schools Division Superintendent for ultimate approval.

Once authorization is obtained, the researchers will compose a

memorandum, endorsed by the school principal, inviting the intended

audience. Additionally, they will create PowerPoint presentations

summarizing the key aspects of the action research. To facilitate the

dissemination process, the researchers will collaborate with the English

teachers at the school. These teachers will assist in arranging the venue

and printing essential materials, including attendance sheets and

certificates.

The researchers will distribute the finalized action research paper

at the school's computer laboratory during the SLAC session. They will

collaborate with the assigned School ICT Coordinator to receive technical

assistance, such as preparing necessary equipment like

projectors/televisions, a white screen, a laptop, and making copies of the

softcopy onto CDs for the participants. This way, all intended recipients,

including Dawan NHS teachers, school principals, and SEPS in the

Division Planning and Research, will have access to a digital version of

the completed action research paper.

Following the paper presentation, the researchers will address

inquiries from the audience and actively listen to feedback regarding

their study. The findings of this research will be applicable to all Junior
High School subjects, as they involve enduring written and performance

tasks that consistently incorporate writing instructions and assignments.

Raw Data