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EFFECTIVENESS OF PROJECT TEACH PROGRAM USING PBL APPROACHES IN CLASSROOMS

Jestoni P. Babia Education Training Consultant

Chairman, Department of Teacher Education, USJR

Luchi C. Flores Executive Director, Coalition for Better Education

Abstract

Project based- learning (PBL) is one of the popular teaching strategies in the 21st century. This student- centred approach focuses on providing challenges that students need to face to thrive in today’s world. This study seeks to find out the effectiveness of the implementation of TEACH Program which focuses on the integration of project- based learning approaches in the classroom, in terms of students’ interest level of the course experience and teacher facilitation vis- a vis principal and PBL trained teachers’ perception on the effectiveness of PBL in the whole teaching and learning dynamics. The findings of the study were utilized to enhance or develop more programs gearing towards PBL. The data were retrieved from teacher- participants of the PROJECT TEACH as well as their principals. Data gathered using triangulation approach were tallied, analyzed and interpreted using T- test of mean difference and weighted mean. The result revealed that the PBL strategies learned by the participants through the program were highly effective in developing students’ interest and academic achievement. Thus provision for more training on PBL must be supported.

I. Introduction

With the changing demands of the 21st century education where learning and

innovation, ICT literacy and life and career skills are the main focus (p21.org), education is

shifting from teacher- centered approaches to student centered approaches (Corpuz and

Salandanan, 2013). Teachers are now becoming facilitators in the learning and at the same

time, are co- learners in the process. Yet, a good facilitator is one who is a connector and

integrator, the glue that brings the collective experiences of the classroom together in a shared

learning experience (Sunnarborg, 2008). The provision for traditional- based teaching and

learning assessments are now changing to cater to the diverse types of students we have

nowadays. With the recent studies that came out on students’ dropping attention span, one

explanation for this is that the “information transfer” model of the traditional lecture does not

match what current cognitive science research tells us of how humans learn (Middendorf &

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Kalish. TRC Newsletter from Fall 1996). Undeniably, teachers are challenged in sustaining

students’ attention and learning interests in the classroom as they are thinking of how the

standards and competencies set for them will be achieved at a maximum level. Hence, with this

scenario, teachers are in the right position to develop and adopt teaching methodologies that

will fit to the current learning and learner conditions in the century.

Project- based learning as an approach to teaching and learning is a good tool

to address these identified gaps. It is a teaching method in which students gain knowledge and

skills by working for an extended period of time to investigate and respond to a complex

question, problem, or challenge (.http://bie.org/about/what_pbl). With PBL, students’

motivation, both intrinsic and extrinsic, increases, their academic achievement is boosted and

the willingness to involve in any classroom challenges will be manifested. This is so, because

project- based learning (PBL) is a teaching tool that will allow students to solve real- world tasks

and problems that will currently fit to their current condition as students. As early as possible,

students will be exposed to situations that are happening in reality.

This supports John Dewey’s Experiential Learning Theory which presents that

Learning by doing (or experiential learning) is based on three assumptions, that: people learn

best when they are personally involved in the learning experience; knowledge has to be

discovered by the individual if it is to have any significant meaning to them or make a difference

in their behavior; and a person’s commitment to learning is highest when they are free to set

their own learning objectives and are able to actively pursue them within a given framework

(Smith, 1980).

To heed the call and advocacy of supporting 21st century teaching through

project- based learning approaches, City Savings Bank, in collaboration with the Coalition for

Better Education and Department of Education has launched PROJECT TEACH, a training

program for selected public high school teachers in NCR who are capable of understanding and

doing the processes involved in project- based learning approaches. Hence, the proponent

would like to see the effectiveness of the program implementation specifically gearing towards

its impact to students’ interests in terms of course experience and teacher facilitation; the

perception of principal and CBE- trained teachers on the effectiveness of utilizing PBL in the

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classroom as well as the significant difference of their perception.. Findings and

recommendations will then be presented if the implemented program has successfully created

a mark and contribution to 21st century education.

II. Methodology

This study pertains to the descriptive statistics dwelling on quantitative analysis in determining

the effectiveness of the program .This research utilizes a 360degree or triangulation process

that included the teacher trainee, school head or supervisor and students as respondents. The

results were analyzed using weighed mean and the T- test of mean difference. Tools utilized

include principal/student observation Tool used to determine principals’/supervisors’

perceptions on the performance of the GFT before and after the training. It was also used to

determine interest level and students’ perception on the use of ICT and PBL.

Focus Group Discussion sessions were also conducted for teachers who did not successfully

implement their PBL Projects.

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III. Results and Discussions:

TABLE 1

SATISFATION LEVEL OF STUDENTS IN TERMS OF COURSE EXPERIENCE

Course Experience Weighted

Mean Interpretation

1) I have found the subject/ course interesting. 4.27 Very Satisfied

2) I have enjoyed the subject/ course. 4.27

Very Satisfied

3) I have found that focusing the subject/ course on

solving real world problems made the subject/ course

seem more relevant to my interests 4.13

Satisfied

4) I learned from other when I worked in groups. 4.20 Satisfied

5) I understood the technical material of the subject/

course better than it had been lectured in the

conventional way. 4.07

Satisfied

6) I have grasped more the technical material in the

PBL structure than in the conventional lecture

subject/ course. 4.07

Satisfied

8) The course has taken more or less time than other

conventional lecture courses 2.13

Dissatisfied

9) The course has helped me to develop my problem-

solving skills 4.07

Satisfied

10) This course has sharpened my analytical skills 4.2 Satisfied

11) As a result of doing this course, I feel more

confident about tackling unfamiliar problems. 4.00

Satisfied

12) This course has improved my written

communication skills 4.13

Satisfied

13)This course has developed my ability to work as a

team member 4.27

Very Satisfied

14) The course has encouraged me to develop my

own academic interests as far as possible. 4.13

Satisfied

TOTAL 4.00 Satisfied

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Table 1 presents the satisfaction level of students in terms of the course experience in

PBL. The over- all result reveals a rating of 4.0 which means that all of them who underwent the

process, finds PBL adequate to their learning needs. The result further reveals that PBL

processes suited to their interests and that their active participation in the delivery of PBL

requirements was evidently consistent. The result also shows that PBL is very much interesting

and enjoyable to students thus, enabled them to develop their abilities in working in teams. PBL

also paved the way in improving their academic performance. However, the result also reveals

that the course has taken more time than conventional lectures. Students find it time-

consuming especially if they are too engaged in the process. This simply means that in PBL,

teachers must be conscious with the time frame and that the activities must be based on the

students’ pacing and ability to cope up with problems and challenges that may arise in the

process. Since students need to explore, they need more ample time to dissect issues that

needs to be resolved during the conduct of the PBL for them to be prepared in developing their

problem solving abilities. Bereiter and Scardamalia (1989) mentions that PBL promotes

intentional learning. With right application and activities to be utilized, students are more likely

to construct and acquire knowledge that can successfully be transferred to others.

Table 2

STUDENTS’ SATISFACTION LEVEL IN TERMS OF TEACHER FACILITATION

Teacher Facilitation Weighted Mean

Interpretation

1) The teacher facilitated us in addressing gaps/ problems and in reflecting our experiences while doing the PBL. 4.13

Satisfied

2) The teacher facilitated us upon working in small teams by encouraging maximum participation 4.27

Very Satisfied

3) The teacher sought to foster a safe, trusting climate where we become more motivated to hope for success. 4.20

Satisfied

4) There was a genuine respect between us and the teacher where partnership in learning was developed. 4.27

Very Satisfied

5) The teacher considered himself/ herself as a co learner in the process. 4.27

Very Satisfied

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6) The teacher actively listened to our findings and conclusions and corrected us on the problems seen in the process. 4.27

Very Satisfied

7) The teacher really tried to get the best in all of our efforts. 4.27

Very Satisfied

8) The teacher made clear from the start the standards and the expectations that we are supposed to meet. 4.27

Very Satisfied

9) The teacher made a real effort to understand our difficulties. 4.2

Satisfied

10) The teacher was extremely good at explaining things. 4.27

Very Satisfied

TOTAL 4.24 Very Satisfied

Table 2 presents the satisfaction level of students in terms of the facilitation of teachers. The

over- all result reveals a very satisfying remark for teachers in the delivery and facilitation of

PBL to students. Students find the teachers’ skills very sufficient in facilitating in small teams, in

explaining the PBL standards and in explaining the entire process. The students also finds the

teachers as an agent in developing mutual respect in group decision making to achieve

consensus. According to Higher Education Academy (2009), Burrows believes there should be

genuine mutual respect between the students and facilitator and a partnership in learning

should develop, which involves the facilitator as co-learner.

Hence, the over- all result implies that student participation is well built because they

are convinced with the objectives of PBL. They believe that with proper guidance and

execution, they are more likely to achieve the goals despite the difficulties that they might

encounter in the process, making them in the long run independent life- long learners, ready to

meet the demands of the competitive world. The Higher Education Academy (2009) mentions

that students acquire knowledge and skills through a staged sequence of problems in context,

together with associated learning materials and support from facilitative tutors. In this way, it is

fundamentally different from problem-solving learning, where the students are set a problem

after they have been taught the knowledge conventionally. Hence, with effective facilitation

and materials development, students’ necessary skills will be achieved.

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Table 3 CBE TRAINED TEACHERS’ PERCEPTION ON EFFECTIVENESS IN THE CONDUCT OF THE PBL- BASED ACTIVITY

A. CONTENT Weighted

Mean Interpretation

1. presented the project- based learning activity to students as

calendared or scheduled in the plan submitted to CBE; 3.75 Effective

2. organized the content and the processes logically and clearly

to meet the goals and objectives of the project- based learning

activity; 4.17

Effective

3. displayed thorough knowledge of the subject matter, the

processes involved in the PBL activity and its relationship to

various types of discipline (thematic- based); 3.75

Effective

4. successfully activated students’ prior knowledge, life

experiences and interests prior to the conduct of the PBL-

based activity; 4.17

Effective

5. used relevant examples and other meaningful ways to enrich

the PBL process; 4.17 Effective

6. integrated information from other areas within and outside

my area of expertise or discipline prior to the conduct and

creation of the output; 4.17

Effective

B. PBL PROCEDURES

1. delivered well- planned and organized steps and procedures

in the implementation of the PBL output; 4.08 Effective

2. utilized teaching methods, strategies and techniques that are

appropriate to enhance knowledge and activate students

interest in planning, implementing and evaluating the PBL

output; 4.08

Effective

3. employed appropriate instructional technologies and other

ICT tools (emails, blogs, websites etc.) as learning guides to dig

the essential understanding of the entire PBL process; 4.00

Effective

4. engaged students in problem- solving, critical thinking or

other activities that made the whole process meaningful. I

made my students challenged the content, through well-

designed learning tasks, and suitable scaffolding, making the

learning highly engaging and meaningful; 4.00

Effective

5.employed other learning activities (i.e small group 4.08 Effective

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discussions,

students- led activities) to facilitate students’ problems

encountered in the process;

6. facilitated the students’ learning experiences that promote

self- directed and reflective thinking (metacognitive stategy); 3.92 Effective

7. provided appropriate readings or handouts to enrich the PBL-

based activity for the students to be facilitated well in

understanding the whole concept of the PBL; 3.83

Effective

8. assessed students’ understanding of the PBL activity before,

during and after using rubrics and other assessment tools to

measure student’s knowledge, skills and values and attitudes. 3.83

Effective

C. TEACHER- STUDENT INTERACTION

1. communicated clearly and fluently the goals and objectives of

the PBL; 4.25 Highly Effective

2. demonstrated enthusiasm toward the essential

understanding of the designed PBL as well as the positive

expectations from the students; 4.33

Highly Effective

3. responded appropriately to students questions, comments

and opinions; 4.33 Highly Effective

4. varied the pace in facilitating and keeping the students alert; 4.17 Effective

5. encouraged students to ask questions during the process. 4.42 Highly Effective

TOTAL 4.08 Effective

Table 3 presents the CBE Trained Teachers’ perception on their level effectiveness of

integrating PBL in the classroom. It reveals that an average of 4.0 indicates that the teachers

have effectively facilitated the project- based learning activities in the classroom. The result

further reveals that there is an adequate student- teacher interaction in the classroom in which

the teachers have demonstrated enthusiasm towards understanding of the designed PBL as

well as the expectation of the students. The result implies that teachers are positive with what

PBL can do to their students. It further implies that teachers are aware that utilizing authentic

based teaching learning and assessment will increasingly develop student- interaction and

motivation in the delivery of challenges that teachers give to students in class.

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PBL projects are focused on questions or problems that "drive" students to encounter

(and struggle with) the central concepts and principles of a discipline. This criterion is a subtle

one. The definition of the project (for students) must "be crafted in order to make a connection

between activities and the underlying conceptual knowledge that one might hope to foster."

(Barron, Schwartz, Vye, Moore, Petrosino, Zech, Bransford, & The Cognition and Technology

Group at Vanderbilt, 1998 from Thomas, 2000). Hence, with this, students may have the

opportunity to develop their critical and creative problem solving skills in dealing with practical

applications and concepts in the real- world if problem- based learning approaches are being

utilized in the classroom.

Table 4

PRINCIPAL’S/ EXPERT’S PERCEPTION ON EFFECTIVENESS IN THE CONDUCT OF THE PBL- BASED ACTIVITY

A. CONTENT Weighted

Mean Interpretation

1. presented the project- based learning activity to students as

calendared or scheduled in the plan submitted to CBE; 4.67 Highly Effective

2. organized the content and the processes logically and clearly to

meet the goals and objectives of the project- based learning

activity; 4.58

Highly Effective

3. displayed thorough knowledge of the subject matter, the

processes involved in the PBL activity and its relationship to various

types of discipline (thematic- based); 4.5

Highly Effective

4. successfully activated students’ prior knowledge, life experiences

and interests prior to the conduct of the PBL- based activity; 4.5 Highly Effective

5. used relevant examples and other meaningful ways to enrich the

PBL process; 4.5 Highly Effective

6. integrated information from other areas within and outside my

area of expertise or discipline prior to the conduct and creation of

the output; 4.42

Highly Effective

B. PBL PROCEDURES

1. delivered well- planned and organized steps and procedures in

the implementation of the PBL output; 4.5 Highly Effective

2. utilized teaching methods, strategies and techniques that are

appropriate to enhance knowledge and activate students interest in

planning, implementing and evaluating the PBL output; 4.33

Highly Effective

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3. employed appropriate instructional technologies and other ICT

tools (emails, blogs, websites etc.) as learning guides to dig the

essential understanding of the entire PBL process; 4.5

Highly Effective

4. engaged students in problem- solving, critical thinking or other

activities that made the whole process meaningful. I made my

students challenged the content, through well-designed learning

tasks, and suitable scaffolding, making the learning highly engaging

and meaningful; 4.67

Highly Effective

5.employed other learning activities (i.e small group discussions,

students- led activities) to facilitate students’ problems

encountered in the process; 4.58

Highly Effective

6. facilitated the students’ learning experiences that promote self-

directed and reflective thinking (metacognitive strategy);

7. provided appropriate readings or handouts to enrich the PBL-

based activity for the students to be facilitated well in

understanding the whole concept of the PBL; 4.58

Highly Effective

8. assessed students’ understanding of the PBL activity before,

during and after using rubrics and other assessment tools to

measure student’s knowledge, skills and values and attitudes. 4.5

Highly Effective

C. TEACHER- STUDENT INTERACTION 4.67 Highly Effective

1. communicated clearly and fluently the goals and objectives of the

PBL;

2. demonstrated enthusiasm toward the essential understanding of

the designed PBL as well as the positive expectations from the

students; 4.67

Highly Effective

3. responded appropriately to students questions, comments and

opinions; 4.58 Highly Effective

4. varied the pace in facilitating and keeping the students alert; 4.67 Highly Effective

5. encouraged students to ask questions during the process. 4.58 Effective

TOTAL 4.58 Highly Effective

Table 4 presents the principal and expert’s perception on the effectiveness of PBL

facilitation in the classroom. The over- all result of 4.58 reveals that CBE Trained teachers are

highly effective in the delivery of the teaching and assessing techniques and tools using PBL

approaches as perceived by them. The result only implies that principals have already the

confidence to the CSB - trained teachers in designing PBL- based activities that will foster critical

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thinking and problem solving skills. Principals have generally observed that the teachers’

content, PBL procedures and provisions for student- teacher interaction are very adequate.

Some studies of PBL report unintended and seemingly beneficial consequences

associated with PBL experiences. Among these consequences are enhanced professionalism

and collaboration on the part of teachers and increased attendance, self-reliance, and

improved attitudes towards learning on the part of students (Thomas, 2000). With principal’s

confidence on the Project Teach-trained teachers’ delivery, these teachers might be given more

opportunities to collaborate to create meaningful plans for the development of students’

achievement in school

Table 5

SIGNIFICANT DIFFERENCE BETWEEN PRINCIPAL AND CBE TRAINED TEACHERS’ PERCEPTION ON

THE EFFECTIVENESS OF CONDUCTING PBL – BASED ACTIVITY

Variable Mean Standard Deviation

Critical T- value

Computed T- Value

Decision Interpretation

(X) Principal

3.782

0.608

2.160

-1.78

Accept Ho

There is no significant difference of perception

(Y )GFT- trained teacher

4.198 0.581

Test at 0.05 level of significance

Table 5 shows the significant difference between the principal and the expert’s perception on

the effectiveness of conducting PBL Based activity in the classroom. The result reveals that

there is no significant difference with both of their perception. The result implies that both

principals and teachers find the facilitation of PBL in the classroom effective and truly engaging

to students. With PBL, the changing roles are taking place in such a way that students become

teachers and teachers become coaches. Hence, principals and teachers find these roles

essential in achieving the 21st century skills (p21.org).

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III. B Results of the Focus Group Discussion with non-implementing teachers

A total of 25 teachers were trained under the Project Teach Program. 14 of these teachers have

successfully implemented their PBL activities; the results of which are reported in the preceding

section. 11, however, were unable to implement their projects. In these cases, CBE conducted a

focus group discussion to determine the factors why the teachers failed to accomplish what is

expected of them to do. Of the 11 teachers, only 6 attended the FGD session. The following

questions were asked:

1. On usefulness of the training program. All 6 responded that they found the training

program useful in their teaching jobs.

2. On the question: How did you apply what you have learned from the training program in

your daily classroom instruction/activity? Probe for: use of technology, use of forms and

templates. The following responses were provided:

TABLE 6

TECHNOLOGY APPLIED IN THE CLASSROOM FROM THE TRAINING PROGRAM

Technology Tools used Forms and Templates used

Use of internet: CARS, mining the internet PBL Template

Digital stories: MS Photostory, Windows

Moviemaker

www.rubistar.4teachers.org rubrics

The teachers found the tips on mining the internet very useful in searching for definition of

terms. Digital stories using MS Photostory and MS Moviemaker were taught to the students

and were frequently used in documenting classroom experiences and processes. The teachers

found the use of computerized rubric-making program very useful in creating authentic

assessment for performance-based activities.

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3. On the question: Do you observe any difference/ in the performance and/or achievement

and level of satisfaction of students before and after you used technology in your

classroom activities? Describe these differences.

Majority of the teachers said that the students were more responsive and interested to

do their projects and activities when technology is used. As a result, creativity among

the students was harnessed. It was also observed that the students are very eager to

work in groups and have developed problem-solving and decision-making skills in the

process of accomplishing the projects given to them.

4. On the question: What were the reasons why you were not able to implement your PBL?

Probe for infrastructure limitation, administrative support, resources, time constraints,

etc.

Although infrastructure and administrative support were provided, the teachers all

agreed that time constraint was one of the major factors why their projects were not

implemented. The teachers also handled other non-academic activities and found it

difficult to balance their academic and non-academic duties, e.g. at the start of the year

(2014), they became focused on the NAT review classes. Two of the teachers said that

were confused on the PBL process and were not able to strictly follow the steps on how

to implement it in their subject areas. One teacher said that he lacked support and

commitment from his school head, thus, making it difficult for him to start his project.

5. On the question: Would you be willing to implement your PBL in the future?

All of the teachers expressed interest to pursue their PBL activities in the following school

year, it was agreed that CBE gives them until the end of September 2014 to finish their

projects. Conduct of M&E will be made to determine the results of the project

implementation.

6. On the question: What type/s of support do you need in order to successfully implement

your project?

The teachers replied that more time is needed for them to accomplish their projects. It

was also requested that the school heads be more committed to support the

implementation of the projects so that co-teachers will also be interested to participate

in the process. One teacher requested for stable internet access in order to for him to

integrate technology in his project.

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IV. Recommendations

On the bases of the above results, the study would like to recommend the following:

a. that principals and those holding supervisory positions be given an orientation briefing

on PBL Approaches and commitments required of the program before the conduct of

the actual training so that the PBL projects implemented by the teacher-trainees be

given more support and focus;

b. that teachers trained under this program be de-loaded from other non-academic duties

to allow them to fully implement their projects and performance merits be given

according to the results of the PBL project;

c. that PBL trainings be focused not only in NCR but also to other regions in the Philippines

to strengthened PBL implementation in the classrooms;

d. that teachers in both public and private schools nationwide must integrate PBL

approaches to enhance teaching- learning processes in the classroom;

e. that ICT integration in PBL approaches be utilized in all classrooms to meet the 21st

century standards;

f. that provisions for PBL training partnership for Coalition for Better Education and City

Savings Bank be further strengthened by pursuing continuing enhancement training

programs for successful teacher-trainees.

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V.References:

http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=7&ved=0CFEQFjAG&

url=http%3A%2F%2Fdent.osu.edu%2FOAA%2Ffaculty_development%2FTeachingResources%2Fc

hangeup.doc&ei=j-oyU_WPPIjliAfP2oC4BQ&usg=AFQjCNG--RHP-eAlxpcqD8nqvDyz5LMc3Q

http://www.indiana.edu/~teaching/allabout/pubs/changeups.shtml Joan Middendorf & Alan

Kalish. TRC Newsletter, 8:1 (Fall 1996).

From Teacher to FacilitatorMichael Sunnarborg,

http://www.learningsolutionsmag.com/articles/74/from-teacher-to-facilitator