Project-Based Approaches in the Science Performance of Grade 7 Learners at Tomas V. Rivera National High School

Abstract

This study investigated the effectiveness of Project-Based Learning (PrBL) approaches, Activity-Based Learning (ABL), Place-Based Learning (PBL), and Challenge-Based Learning (CBL) on Grade 7 students' science performance at Tomas V. Rivera National High School. Using a pre-experimental design, the research assessed 42 students through pre- and post-tests aligned with Earth Science competencies. The Terra Quest Assessment Series (TQAS) instrument demonstrated strong content validity (Fleiss’ κ = 0.97) and moderate reliability (KR-20 = 0.53–0.78). Results showed significant improvements in student performance across all PrBL approaches, with ABL yielding the highest learning gain (49%), followed by PBL (48.5%) and CBL (37.5%). Paired t-tests confirmed statistically significant differences (p < 0.001) between pre-test (M = 3.9) and post-test (M = 8.97) scores. Expert-validated lesson exemplars (mean rating = 4.6–5.0) effectively supported higher-order thinking and real-world application. The findings highlight PrBL’s potential to enhance science education by fostering active engagement, critical thinking, and contextual learning. This concludes that PrBL approaches significantly improve science performance and recommends their wider adoption in secondary education. Recommendations include expanding PrBL implementation, refining assessment tools, and providing teacher training to optimize instructional strategies. This study contributes to evidence-based practices for improving science literacy and 21st-century skills in secondary education.