Project-Based Learning vs Phenomenon-Based Learning in Teaching Redox Reaction

Abstract

To address the changes that exist in the educational field, educators and curriculum developers are in constant search for innovations to keep up and foster alongside this timely educational revolution. In this case, this study emphasized the integration and parallel use of Phenomenon and Project based learning methods in High School General Chemistry classes. The study utilized quasi-experimental, pretest-posttest nonequivalent comparison group design and employed purposive sampling in identifying respondents. The research instruments used in this study were pretest and posttest, both 30-itemed. In view of the findings, the use of two different learning methods showed different results. The Phenomenon-based learning group showed no significant difference in their pretest and posttest scores, unlike the Project based learning group that yielded an improved academic performance based on their posttest. In connection to this, the result shows that Project based learning is seen to have substantive merit toward innovative learning approach in the instruction of General Chemistry, specifically in the topic of Redox Reaction.