Project-based learning approach on content mastery and cognitive skills: a pedagogical model for senior high school biology students

Abstract

The principal objective of this study was to determine the effectiveness of a project-based learning approach on the performance level and engagement experience of Senior High School Biology students. Quasi-experimental, specifically the One-Group-Pretest-Posttest Design was employed using mean percentage score and t-test as statistical tools in the treatment of data. The findings revealed that the mean percentage score of students across content areas and cognitive skills did not meet the expectations and were interpreted as being at the beginning level. Nevertheless, there is a significant difference between the pretest and posttest results covering content areas, namely: cells, biological molecules, and energy transformation. Likewise, a significant difference was revealed between the pretest and posttest scores throughout cognitive skills, such as comprehension, analysis, and application. The results suggest that the study can be very helpful to teachers of 21st-century learners so that they can have meaningful engagement in the class by exposing them to project tasks that develop their creativity, critical thinking skills, collaboration, ownership, and self-reflection. In addition, teachers should reinforce basic concepts, employ visual aids, foster active learning, stimulate critical thinking, and adopt an inquiry-based approach. They must also facilitate collaborative learning, ensure inclusivity, enhance project-based learning using models, cultivate metacognitive skills, and simplify complex concepts through scaffolding.