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Evaluating The Effectiveness of Project – Based Learning (PJBL) On Diverse Students’ Outcomes for Sustainable and Capacity Building Guide
Subject area: Arts, Social Sciences and Humanities · Area of research: Project-Based Learning
DOI: 10.64388/IREV10I2-1722389
Abstract
This study evaluated the effectiveness of Project-Based Learning (PjBL) on diverse student outcomes, with the goal of establishing a Sustainable and Capacity Building Guide for implementation. The participants of this study were 68 respondents composed of 14 teachers in Junior and Senior High and 54 students coming from Junior and Senior High. Showed on the profile of the respondents the teachers handled general education subjects on STEM strand. Furthermore, it also revealed that parents of the students are mostly engaged in labor-based occupations. A descriptive survey method and partly a documentary analysis taken from survey questionnaires were utilized to obtain sufficiently. The statistical treatment used were simple percentage, and weighted mean using a 4 – Likert scale questionnaire in assessing the key areas: adaption, collaboration, knowledge management, career readiness, monitoring and institutional support in terms of budget and benchmarking. Results revealed that the overall extent of PjBL implementation is interpreted as “Agree, signifying that the approached is somewhat generally functional, accepted and effective in teaching and learning process. However, there are some areas that still need to be addressed such as collaboration and monitoring which obtained a lower rating that requires strengthening. Based on the findings, it is concluded that PjBL is very relevant and effective strategy that develops critical thinking, social competence and career readiness among learners. The results of this study serve as a valid basis for crafting a Sustainable Capacity Building Guide to ensure a continuous improvement and better educational outcomes for diverse learners.
Keywords
MAED major in administration and supervision, advocating the effectiveness of project-based learning (PjBL) on diverse students’ outcomes for a sustainable and capacity-building guide, partly documentary and descriptive survey method, CTU, main campus, Cebu City. Philippines 6000.
References
[1] A. C. M. Robles and j. H. Nicart, 2025 – Project-Based Learning: Sustainable Advocacy for Environmental Education Conservation.
[2] C.G Pupik and Z.Herrmann, 2026 – Core Practices of Project Based-Learning, Princehall, USA.
[3] Dr. Olvido, 2023 – Cebu Normal University, Cebu City, Philippines. How PJBL Helps Pre-service Teacher Designed Lessons that Accommodate Diverse Learning Styles.
[4] J. Vatenzulla, 2025 – Adjunct Professor at Old Dominion University in Virginia, USA
[5] L. Mergendoller and Boss, 2025 - Back Institute for Education, Novsto, California, USA.
[6] M. J. Montes, 2024 – University of the Visayas, Cebu City, Philippines “How TVET Electronics Program students in Cebu using recycled materials to Build a Solar Powered Devices
[7] R. Sanchez-Garcia and S. Reyes, 2025 – A Systematic Project-Based Learning: A framework for Optimizing Structural Design and Implementation A Systematic Review with a Sustainable focus.
[8] R. Tirado, Morueta, et al, 2022 – University of Huelva, Spain, author of various Publications pertaining to Project-Based Learning.
[9] S. Chard and Lilian Katz, 2024 – University of Alberta, Canada. Engaging Children’s Minds: The Project Approach.
How to cite this paper
@article{1722389,
author = {Loida R. Aragon, Jordna Faith A. Laurente, Delialyn V. Lumapas, Neil Ian C. Torcino; Marilyn M. Miranda, Dr. Julia T. Canonigo; Dr. Rebecca Manalastas},
title = {Evaluating The Effectiveness of Project – Based Learning (PJBL) On Diverse Students’ Outcomes for Sustainable and Capacity Building Guide},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {2},
pages = {2011-2036},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1722389.pdf},
abstract = {This study evaluated the effectiveness of Project-Based Learning (PjBL) on diverse student outcomes, with the goal of establishing a Sustainable and Capacity Building Guide for implementation. The participants of this study were 68 respondents composed of 14 teachers in Junior and Senior High and 54 students coming from Junior and Senior High. Showed on the profile of the respondents the teachers handled general education subjects on STEM strand. Furthermore, it also revealed that parents of the students are mostly engaged in labor-based occupations. A descriptive survey method and partly a documentary analysis taken from survey questionnaires were utilized to obtain sufficiently. The statistical treatment used were simple percentage, and weighted mean using a 4 – Likert scale questionnaire in assessing the key areas: adaption, collaboration, knowledge management, career readiness, monitoring and institutional support in terms of budget and benchmarking. Results revealed that the overall extent of PjBL implementation is interpreted as “Agree, signifying that the approached is somewhat generally functional, accepted and effective in teaching and learning process. However, there are some areas that still need to be addressed such as collaboration and monitoring which obtained a lower rating that requires strengthening. Based on the findings, it is concluded that PjBL is very relevant and effective strategy that develops critical thinking, social competence and career readiness among learners. The results of this study serve as a valid basis for crafting a Sustainable Capacity Building Guide to ensure a continuous improvement and better educational outcomes for diverse learners.},
keywords = {MAED major in administration and supervision, advocating the effectiveness of project-based learning (PjBL) on diverse students’ outcomes for a sustainable and capacity-building guide, partly documentary and descriptive survey method, CTU, main campus, Cebu City. Philippines 6000.},
month = {August},
doi = {https://doi.org/10.64388/IREV10I2-1722389}
}