EXPLORING THE LINK BETWEEN

PROJECT-BASED LEARNING AND TECHNICAL SKILL

ACQUISITION AMONG GRADE 11 STUDENTS AT
SUAWAN HIGH SCHOOL

A Research Paper in Senior High School

submitted as partial fulfillment of the requirements
in Practical Research 2 and Inquiries, Investigations, and Immersion

Ambot, John C.
Buang, John C.
Charing, John C.
Danghag, John C.
Ewan, John C.
Fifa, John C.
Gorabells, John C.
Halo, John C.
_________________________
Researchers

Vincent J. Ramirez, LPT

Secondary School Teacher - II
Adviser

March 2025
 CERTIFICATE OF APPROVAL

This research attached hereto, titled “ASSESSING THE RELATIONSHIP

BETWEEN INTERACTIVE CLASS ACTIVITIES AND COGNITIVE
ENGAGEMENT AMONG GRADE 8 STUDENTS AT SUAWAN HIGH SCHOOL”,
prepared and submitted by AERON JAMES ORTIGA et al. as his/her/their partial
requirement for Practical research 2 and Inquiries, Investigations, and Immersion.

VINCENT J. RAMIREZ, LPT

Research Adviser

Approved as his/her/their research project for Practical Research 2 and Inquiries,

Investigations, and Immersion by the Faculty of Suawan High School.

SITTIE MARSHERIN M. ALAGENIO, LPT MARK ANTHONY G. DUMASIG, LPT

Research Panelist Research Panelist

DONALD JAKE U. LOPEZ, LPT LARA MELISSA D. TOMAS, LPT

Research Panelist Research Panelist

Accepted as his/her research project for Practical Research 2 and Inquiries,

Investigations, and Immersion by the School Head/Principal.

March 31, 2025 VANESSA AMOR J. ALEJANDRINO

Date Head Teacher III / School Head

i
 ABSTRACT

A good abstract is accurate, non-evaluative, coherent and readable, and concise (APA
6th Edition). The research abstract is counted as page ii (lowercase Roman numeral)
with a running head or abbreviated title. The word abstract should be in upper letters
centered at the top of the page in bold format. The justified abstract should be a single
paragraph without paragraph indention. The abstract is a summary of the research
study, totaling from 150 to 250 words. It should be written in past tense when
referring to the conduct of the study (e.g. “Results showed that...”, “The participants
of the study were composed of...”); but in present tense when referring to ideas,
concepts or implications derived from the research study (e.g. The findings imply
that...”). Consider writing the abstract after the paper has been completed. Abstract
should contain the following: Keywords (maybe 3 to 4 keywords after the abstract);
one sentence statement of the problem or research question; brief description of the
subjects or participants (identify how many and any relevant characteristics); brief
description of the research methods and procedures; basic findings/report of the
results, including effect, sizes, and confidence interval and/or statistical significance
levels; and conclusions and implications or applications.

Keywords: Abstract, Research, Writing guide

ii
 ACKNOWLEDGMENT

The word ACKNOWLEDGMENT should be written in bold, uppercase and at

the center. The justified paragraph should express the student’s gratitude and

appreciation for all the assistance made and given by special individuals, institution,

organization etc. that are not mentioned in the research paper but have made an

important contribution to the student’s research study. This section contains

paragraphs with single indention. Pagination below should be iii with a condensed

form of the title at the upper-right corner same format with the previous pages.

Double spacing with no space before and after the paragraph.

iii
 DEDICATION

It should be one-page dedication, and the word DEDICATION need not

appear on the page, the text should be centered. The page contains the names of

people special to the researcher, e.g family, friends, other closed relatives, who

inspired and helped the researcher to finish and complete his/her research paper.

Pagination below should be iv with a condensed form of the title at the upper-right

corner same format with the previous pages. Double spacing with no space before and

after the paragraph.

The Researchers

iv
 TABLE OF CONTENTS

Title Page
Approval Sheet i
Abstract ii
Acknowledgements iii
Dedication iv
Table of Contents v
List of Tables vi
List of Figures vi
List of Appendices vii

Chapter 1. THE PROBLEM & ITS BACKGROUD

1.1 Introduction ix
1.2 Conceptual Framework ix
1.3 Statement of the Problem ix
1.4 Significance of the Study ix
1.5 Scope and Delimitation of the Study ix
1.6 Definition of Terms ix

Chapter 2. REVIEW OF RELATED LITERATURE

2.1 Related Literature ix
2.2 Related Study ix

Chapter 3. RESEARCH METHODS

3.1 Research Design ix
3.2 Participants of the Study ix
3.3 Setting of the Study ix
3.4 Research Instrument ix
3.5 Data Gathering Procedureix
3.6 Data Analysis ix

Chapter 4. PRESENTATION, ANALYSIS & INTERPRETATION OF DATA

4.1 Data Presentation, Analysis, and Interpretation ix

Chapter 5. SUMMARY, CONCLUSIONS & RECOMMENDATIONS ix

5.1 Summary of Findings ix
5.2 Conclusion ix
5.3 Recommendationsix

References
Appendix

v
 LIST OF TABLES

Table 3.2.1 Sample Distribution ix

Table 3.4.1 Reliability Test (Cronbach’s Alpha) ix
Table 3.6.1 Likert Scale Table of Interpretation ix
Table 3.6.2 Pearson Correlation Table of Interpretation ix
Table 4.1.1 Demographic Profile of Respondents ix
Table 4.1.2 Descriptive Statistics for Classroom Engagement and Technical Skills ix
Table 4.1.3 Pearson Correlation Analysis Between Classroom Engagement and Technical
Skills in Electrical Installation ix
Table 4.1.4 Regression Analysis ix
Table 4.1.5 Statistical Summary ix

LIST OF FIGURES
Figure 1.2.1 Conceptual Framework ix
Figure 3.3.1 Google Map Location of Suawan High School ix

vi
 LIST OF APPENDICES

Appendix A: Survey Questionnaire

Appendix B: Research Assessment Tool Validation Sheet
Appendix C: Raw Data from Survey
Appendix D: Approval Letter to Conduct Survey

vii
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

The rapidly evolving technological landscape has transformed educational

requirements for 21st-century learners, particularly in technical skill acquisition.

Project-based learning (PBL), an instructional approach emphasizing active learning

through real-world projects, has gained attention for its potential to enhance technical

competencies among secondary school students. This research explored the

relationship between project-based learning methodologies and technical skill

development among Grade 11 students at Suawan High School in Marilog District,

Davao City.

Globally, project-based learning has demonstrated promising results in

technical education contexts. A study by Owens and Hite (2022) across UK secondary

schools revealed that project-based learning significantly enhanced students' technical

proficiencies in STEM subjects, improving practical applications and problem-solving

capabilities. Research by Lin et al (2015) examining technical education in South

Korean secondary schools found students engaged in project-based learning exhibited

27% higher technical competency scores compared to traditional learning

environments, particularly in digital literacy and technical troubleshooting tasks.

In the Philippine context, project-based learning has shown encouraging

outcomes in technical skill development. Honra, Monterola, and Yangco (2024)

investigated project-based learning approaches in technical-vocational tracks at five

Metro Manila secondary schools, finding that 68% of participants showed improved

performance in practical assessments. A study by Rallos et al (2024) across three

Cebu technical high schools revealed that project-based learning facilitated deeper

1
understanding and retention of technical concepts, with significant improvements in

students' practical applications of theoretical knowledge.

Within Suawan High School, no formal studies had examined the relationship

between project-based learning and technical skill acquisition among Grade 11

students. However, teachers had observed apparent correlations between project-

based instructional methods and improvements in students' technical competencies.

Technical education instructors noted that students engaged in project-based activities

demonstrated greater confidence in applying technical skills, exhibited increased

problem-solving capabilities, and displayed more independent learning behaviors

compared to traditional instructional settings.

The research gap identified was the absence of empirical evidence regarding

the relationship between project-based learning approaches and technical skill

acquisition within Suawan High School's unique socio-educational context. This gap

was significant given the school's location in Marilog District, a predominantly

agricultural area where technical skills hold substantial value for students' future

employment prospects. The study was imperative to provide evidence-based insights

to inform instructional practices aimed at enhancing technical skill development

among Grade 11 students at Suawan High School.

1.2 Conceptual Framework

The conceptual framework for this study positioned project-based learning and

technical skill acquisition as the primary constructs under investigation.

 Project-based learning was established as the independent variable,

encompassing instructional approaches that engaged students in

complex authentic projects requiring critical thinking, collaboration,

and practical application of knowledge. These projects involved

2
 sustained inquiry, student autonomy, and creation of tangible products

that demonstrated learning outcomes.

 Technical skill acquisition was identified as the dependent variable,

representing the development and mastery of specific technical

competencies relevant to the Grade 11 curriculum at the Suawan High

School. These competencies include procedural knowledge and

practical abilities across various technical domains.

Figure 1.2.1
Conceptual Framework

Independent Variable Dependent Variable


PROJECT-BASED TECHNICAL SKILL
LEARNING ACQUISITION

The framework proposed that exposure to well-designed project-based

learning experiences would influence students' technical skill development through

mechanisms like experiential learning, problem-solving, and authentic application

contexts. The relationship between these variables was examined through correlation

and regression analyses to determine how project-based learning influences technical

skill acquisition.

1.3 Statement of the Problem

This study aimed to determine the relationship between project-based learning

and technical skill acquisition among Grade 11 students at Suawan High School for

SY 2024-2025.

Specifically, it sought to answer the following questions:

 What is the level of project-based learning implementation in Grade 11

classes at Suawan High School as perceived by the students?

 What is the level of technical skill acquisition among Grade 11

students at Suawan High School?

3
  Is there a significant relationship between project-based learning and

technical skill acquisition among Grade 11 students at Suawan High

School?

 Does project-based learning significantly predict technical skill

acquisition among Grade 11 students at Suawan High School?

The study proposes the following hypotheses:

Null/Alternative Hypotheses:

 There is no significant relationship between project-based learning and

technical skill acquisition among Grade 11 students at Suawan High School.

 Project-based learning does not significantly predict technical skill acquisition

among Grade 11 students at Suawan High School.

 There is a significant relationship between project-based learning and

technical skill acquisition among Grade 11 students at Suawan High School.

 Project-based learning significantly predicts technical skill acquisition among

Grade 11 students at Suawan High School.

1.4 Significance of the Study

The findings of this study can significantly contribute to various stakeholders

within the educational community.

 For teachers at Suawan High School, the results could provide evidence to

support instructional decisions regarding project-based learning in technical

subjects. Teachers could use these insights to design more effective learning

experiences that enhance students' technical skill development.

 The findings may inform policy decisions regarding curriculum development

and resource allocation for school administrators. Understanding the

relationship between project-based learning and technical skill acquisition

would help administrators create supportive environments for implementation.

4
  For Grade 11 students at Suawan High School, the results could lead to

improved learning experiences that better prepare them for future academic

and career paths requiring technical competencies. These findings could

influence instructional approaches to make learning more engaging and

relevant to real-world applications.

 For curriculum developers, insights from this study could contribute to

designing more effective technical education curricula that leverage project-

based learning to enhance skill acquisition. These improvements would benefit

students throughout the Philippines, especially in rural areas like the Marilog

District.

 For future researchers, this study will establish baseline data on the

relationship between project-based learning and technical skill acquisition at

Suawan High School, serving as a foundation for more extensive

investigations into effective pedagogical approaches to technical education.

1.5 Scope and Limitation of the Study

This study focused specifically on the relationship between project-based

learning and technical skill acquisition among Grade 11 students at Suawan High

School in Marilog District, Davao City, during the school year 2024-2025. The study

included only officially enrolled Grade 11 students at Suawan High School, who had

participated in at least one project-based learning activity during the current academic

year. It did not include students from other grade levels or schools, nor did it consider

alternative instructional approaches beyond project-based learning.

The study did not evaluate other aspects of student development, such as

social skills, general academic achievement, or personal growth, unless they were

directly related to technical skill acquisition. The research employed quantitative

methods, primarily survey questionnaires and statistical analyses, to examine the

5
relationships between variables. The qualitative aspects of project-based learning

experiences have not been extensively explored in this study.

1.6 Definition of Terms

The following terms were operationally defined to ensure clarity and

consistency throughout the study:

 Project-Based Learning (PBL): An instructional approach in which students

engage in sustained inquiry through complex, authentic projects that require

critical thinking, problem-solving, collaboration, and the creation of tangible

products or solutions.

 Technical Skill Acquisition: The process by which students develop and

demonstrate competence in specific technical abilities relevant to their tracks.

6
 Chapter 2

REVIEW OF RELATED LITERATURE

2.1 Related Literature

2.2 Related Studies

7
 Chapter 3

RESEARCH METHODS

3.1 Research Design

This study employed a quantitative correlational research design to determine

the relationship between project-based learning and technical skill acquisition among

Grade 11 students in Suawan High School. This design was selected because it allows

researchers to systematically investigate the strength and direction of the relationship

between the two variables without manipulating any conditions. Through the

correlational approach, the researchers gathered data on students' experiences with

project-based learning and their levels of technical skill acquisition and then analyzed

the patterns of association between these variables to determine whether they varied

together in systematic ways.

Additionally, the research incorporated a regression analysis to examine the

predictive relationship between project-based learning and technical skill acquisition.

This analytical approach enabled researchers to determine not only whether the

variables were related but also whether project-based learning could serve as a

significant predictor of technical skill acquisition in the student population.

Regression analysis provided insights into the extent to which variance in technical

skill acquisition could be explained by project-based learning practices, offering a

more nuanced understanding of the potential causal mechanisms at work in this

educational context.

3.2 Participants of the Study

The participants of the study consisted of 77 Grade 11 students enrolled in the

General Academic Strand (GAS) and the Technical-Vocational-Livelihood (TVL) –

Electrical Installation and Maintenance (EIM) strand at Suawan High School during

the academic year 2024-2025. The selection process included all students from these

8
strands to ensure a comprehensive representation of the grade 11 population. Among

the 77 students, 36 were from 11-Amity and 41 were from 11-Honesty.

Of the total population, 63 students participated in the study, with 30

respondents from 11-Amity and 33 from 11-Honesty, as shown in the table below:

Table 3.2.1. Number of Students Officially Enrolled for the SY 2024-2025

Grade/ No. of Actual
Section Students Respondents
11-Amity 36 30
11-Honesty 41 33
Total 77 63
Source: Suawan HS Faculty, DepEd Learning Information System

3.3 Setting of the Study

The research was conducted at Suawan High School, a public secondary

educational institution located in Barangay Suawan, Marilog District, Davao City, the

Philippines. Situated approximately 55 km from Davao City proper, the school serves

a predominantly agricultural community characterized by diverse socioeconomic

backgrounds. Suawan High School was established in 1978 and has since expanded to

offer complete junior and senior high school programs, including specialized general

academic and technical-vocational tracks for senior high school students, in response

to the K-12 curriculum implementation.

This setting was particularly relevant to this study because of its distinct

educational context. As one of the few schools offering comprehensive technical-

vocational education in the Marilog District, Suawan High School played a crucial

role in developing practical skills among students from rural communities who often

had limited access to technical training opportunities. The school's location in an

agricultural area with emerging small-scale industries has created unique challenges

and opportunities for implementing project-based learning approaches that connect

classroom instruction with real-world applications relevant to the local context. This

setting provided an ideal environment for examining how project-based learning

9
methodologies influence technical skill acquisition among students preparing for

either immediate employment in local industries or further technical education.

Figure 3.3.1 Google Map Location of Suawan High School

3.4 Research Instrument

The primary data collection tool used in this study was a structured survey

instrument designed to measure students' experiences with project-based learning and

their technical skill acquisition. The instrument consists of two main sections: the

Project-Based Learning Implementation Scale (PBLIS) and Technical Skill

Acquisition Assessment (TSAA). Each section employed a five-point Likert scale

ranging from "Strongly Disagree" (1) to "Strongly Agree" (5), allowing for a

quantitative assessment of students' perceptions and experiences.

To ensure reliability, the instrument was subjected to pilot testing involving 10

Grade 11 students. Reliability analysis using Cronbach's alpha yielded the following

results:

Table 3.4.1 Reliability Test (Cronbach’s Alpha)

No. of No. of Cronbach's
Variables
Respondents Items Alpha
Project-Based Learning 10 10 0.711
Technical Skill Acquisition 10 10 0.843

These values indicate acceptable internal consistency, with Cronbach’s alpha

coefficients of 0.711 and 0.843 for project-based learning and technical skill

acquisition, respectively. Additionally, content validity was established through expert

10
review by 3 teachers/educators, who evaluated the instrument's comprehensiveness,

relevance, and alignment with the constructs being measured.

3.5 Data Gathering Procedure

The data collection process followed five key steps to ensure accuracy and

ethical compliance:

1. Approval. The researchers submitted a formal request to the school

administration for permission to conduct the study. Once approval was

granted, they proceeded with the data collection process.

2. Orientation. An orientation was conducted to explain the purpose of the study,

participation details, and confidentiality measures. Students were informed

that participation was voluntary and that their responses would remain

anonymous.

3. Survey Distribution. The survey was administered to all Grade 11 students,

regardless of their strand or track.

4. Survey Administration. The survey was conducted during scheduled class

periods, with a researcher present to provide instructions and answer any

questions. Students were given 45 minutes to complete the survey in a

distraction-free environment.

5. Data Collection and Security. Completed surveys were checked for

completeness and assigned unique identification codes for anonymity. Data

was then digitized using a secure spreadsheet with double-entry verification to

prevent errors. Physical copies were stored in a locked cabinet, while digital

files were password-protected and encrypted to ensure confidentiality.

3.6 Data Analysis

The study employed several statistical tools and procedures to analyze the

collected data comprehensively.

11
1. For establishing instrument reliability, Cronbach's Alpha coefficient was

calculated for both the Project-Based Learning and the Technical Skill

Acquisition. This reliability test measured the internal consistency of the

instrument sections, with coefficients above 0.70 considered indicative of

reliability. The analysis yielded coefficients of 0.84 and 0.71 for the respective

sections, confirming the instrument's reliability.

2. For quantifying survey responses, a five-point Likert scale was utilized, with

numerical values assigned to response options: Strongly Disagree (1),

Disagree (2), Neutral (3), Agree (4), and Strongly Agree (5). This standardized

measurement approach facilitated the quantitative analysis of participants'

perceptions and self-assessments regarding both project-based learning

experiences and technical skill acquisition.

Table 3.6.1 Likert Scale Table of Interpretation

Scale
Response Interpretation
Range
1.00 - 1.80 Strongly Disagree Negligible or absent presence
1.81 - 2.60 Disagree Minimal or weak presence
2.61 - 3.40 Neutral Moderate or uncertain presence
3.41 - 4.20 Agree Considerable or strong presence
4.21 - 5.00 Strongly Agree Dominant or highly evident presence
Source: https://www.researchgate.net/figure/Scoring-range-of-likert-scale-of-the-survey_tbl1_335752203

3. Descriptive statistics, primarily means and standard deviations, were

calculated to determine the levels of project-based learning implementation

and technical skill acquisition among participants. Additionally, demographic

information including gender and grade/section was summarized using

frequency distributions and percentages to characterize the sample population

accurately.

4. The Pearson Correlation Coefficient (r) was computed to examine the

relationship between project-based learning and technical skill acquisition.

This statistical measure assessed both the strength and direction of the linear

relationship between the two variables, with values ranging from -1 to +1.

12
 Significance testing was conducted at the 0.05 alpha level to determine

whether observed correlations were statistically significant. Table 4.1.3

presents the correlation values and their corresponding interpretations.

Table 3.6.2 Pearson Correlation Table of Interpretation

Range of r Strength of
Direction of Relationship
value Relationship
0.00 - 0.19 Very Weak No or negligible relationship
0.20 - 0.39 Weak Slight positive or negative relationship
0.40 - 0.59 Moderate Moderate positive or negative relationship
0.60 - 0.79 Strong Strong positive or negative relationship
0.80 - 1.00 Very Strong Very strong positive or negative relationship

5. Regression analysis was performed to investigate the predictive relationship

between project-based learning (independent variable) and technical skill

acquisition (dependent variable). This analysis generated an R² value

indicating the proportion of variance in technical skill acquisition explained by

project-based learning, along with regression coefficients that quantified the

nature of the predictive relationship. F-tests were conducted to determine the

statistical significance of the regression model.

6. All statistical analyses were performed using IBM SPSS Statistics (Version

26), a comprehensive statistical software package. This platform facilitated the

efficient organization, analysis, and visualization of the research data, ensuring

analytical precision and reliability. The selection of SPSS was based on its

robust capabilities for performing correlation and regression analyses, as well

as its provisions for assessing instrument reliability through Cronbach's Alpha

testing.

13
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 Data Presentation, Analysis, and Interpretation

Chapter 4 systematically examines the data gathered from Grade 11

students at Suawan High School, providing a thorough analysis of their

experiences and viewpoints. The objective is to reveal the complex

relationship between project-based learning and the development of technical

skills through a detailed study of the collected information. By dissecting the

student responses and employing statistical methods, patterns and insights are

identified, fostering a deeper comprehension of the dynamics within the

study's educational setting. The subsequent sections meticulously explore the

findings, presenting the nuanced perspectives of the participants and the

statistical associations that inform the understanding of the research questions.

Demographic Distribution

Table 4.1.1 Demographic Profile of Respondents

Frequency Percen
Sex
Count t
F 38 60.3
M 25 39.7
Total 63 100.0

Frequency Percen
Gr/Sec
Count t
11-Amity 30 47.6
11-Honesty 33 52.4
Total 63 100.0

The demographic profile of the respondents, as presented in Table

4.1.1, reveals a distribution of 63 Grade 11 students from Suawan High

School. Specifically, the data shows that 38 respondents, or 60.3%, are female,

while 25 respondents, or 39.7%, are male, indicating a higher proportion of

female participants. Regarding the sections, 30 respondents, or 47.6%, belong

to 11-Amity, and 33 respondents, or 52.4%, belong to 11-Honesty, showing a

14
 relatively even distribution across the two sections. This information provides

a foundational understanding of the participant composition, which is essential

for contextualizing the subsequent analysis of their responses concerning

project-based learning and technical skill acquisition.

Descriptive Statistics

Table 4.1.2 Descriptive Statistics for Project-Based Learning and Technical Skill Acquisition
Mea
No. Project-Based Learning SD Response
n
Q1 I enjoy participating in project-based learning activities. 4.11 ± 0.72 Agree
Q2 Project-based learning helps me understand the subject better. 4.02 ± 0.93 Agree
Q3 I feel more motivated to learn when we work on projects. 3.81 ± 0.91 Agree
Q4 Project-based learning helps me apply what I learn to real situations. 3.77 ± 1.09 Agree
Q5 I feel more engaged in class when we do project-based learning. 3.75 ± 1.03 Agree
Q6 I learn more effectively through project-based learning than through traditional lessons. 3.83 ± 0.98 Agree
Q7 Working on projects helps me focus on the lesson better. 3.82 ± 1.09 Agree
Q8 I enjoy working with my classmates on projects. 4.21 ± 3.59 Strongly Agree
Q9 Project-based learning helps me think critically about the topic. 3.90 ± 0.95 Agree
Q10 I feel proud of my work after completing a project-based learning activity. 4.21 ± 0.79 Strongly Agree
Grand Mean 3.94 ± 0.63 Agree

Mea
No. Technical Skill Acquisition SD Response
n
Q11 Project-based learning helps me develop technical skills. 4.05 ± 0.99 Agree
Q12 I feel more confident in my technical skills after completing a project. 3.59 ± 1.19 Agree
Q13 I can use the technical skills I learned from project-based learning in real life. 3.84 ± 1.12 Agree
Q14 Project-based learning helps me improve my ability to work with tools and equipment. 3.87 ± 1.10 Agree
Q15 I am better at solving technical problems after participating in project-based learning. 3.81 ± 0.95 Agree
Q16 I feel that I have gained practical skills from working on projects. 3.52 ± 0.96 Agree
Q17 Project-based learning makes me more confident in using technology. 3.67 ± 1.03 Agree
Q18 I have learned new technical skills through project-based learning. 3.73 ± 1.09 Agree
Q19 Project-based learning helps me understand technical concepts better. 3.97 ± 0.82 Agree
Q20 I can perform technical tasks more easily after participating in project-based learning. 3.81 ± 1.11 Agree
Grand Mean 3.78 ± 0.67 Agree

Project-Based Learning: A Deeper Dive

The consistent "Agree" responses across all ten items related to

project-based learning underscore a robust positive perception among the

Grade 11 students. The grand mean of 3.94, while indicating general

agreement, warrants a closer look at the individual item means. The

distribution of these means, ranging from 3.75 to 4.21, suggests that while

students generally value project-based learning, certain aspects resonate more

strongly than others.

The standard deviations, ranging from ±0.72 to ±3.59, provide insight

into the variability of responses. Notably, the high standard deviation for "I

enjoy working with my classmates on projects" (Q8) suggests a wider range of

15
opinions on this particular aspect. While the mean indicates strong agreement,

the variability implies that some students may have had significantly more

positive or negative experiences with collaborative work than others.

The highest mean scores for "I enjoy working with my classmates on

projects" (Q8) and "I feel proud of my work after completing a project-based

learning activity" (Q10) highlight the socio-emotional dimensions of project-

based learning. The students' strong affirmation of these items suggests that

the sense of camaraderie and accomplishment derived from project work are

key drivers of their positive experience. Conversely, the lowest mean score for

"I feel more engaged in class when we do project-based learning" (Q5), while

still within the "Agree" range, suggests that engagement is a complex

phenomenon that requires more than just project-based activities.

The students' strong affinity for collaborative aspects of project-based

learning (Q8) may reflect the importance of social interaction and peer support

in their learning experience. This finding suggests that designing projects that

encourage teamwork, and communication can significantly enhance student

satisfaction and motivation. The equally high mean for feeling proud of their

work (Q10) underscores the intrinsic value of accomplishment and the sense

of ownership that project-based learning can foster. This suggests that projects

should be structured to provide students with opportunities to showcase their

skills and creativity, leading to a sense of personal achievement.

The slightly lower mean for engagement (Q5) may indicate that factors

such as project design, time management, or individual learning styles can

influence student engagement. It’s possible that some students find it

challenging to maintain focus or participate actively throughout the project

lifecycle. This finding suggests that educators should pay close attention to the

16
 design and implementation of project-based learning activities, ensuring that

they are structured to maintain student interest and participation. It may also

imply that more direct instruction, and check in points may be needed during

project-based learning.

The variance in standard deviations further shows that while the grand

mean is positive, each student can have vastly different experiences when it

comes to group work. This means that educators need to take into account that

not every student has the same level of comfort when working with others, and

to prepare for this.

Technical Skill Acquisition: A More Detailed Look

The grand mean of 3.78 for technical skill acquisition, while positive,

is slightly lower than the grand mean for project-based learning itself. This

suggests that while students perceive a connection between project-based

learning and technical skill development, the perceived impact is not as strong

as their overall positive experience with the learning method.

The highest mean score of 4.05 for "Project-based learning helps me

develop technical skills" (Q11) indicates a direct perceived link between the

learning method and skill acquisition. This is a crucial finding, as it validates

the study's core hypothesis. However, the lower mean score of 3.52 for "I feel

that I have gained practical skills from working on projects" (Q16) suggests a

potential gap between perceived skill development and actual practical

application.

The standard deviations for the technical skill acquisition section of the

table, are generally higher than the standard deviations for the project-based

learning section. This shows that there is a wider range of student responses in

17
 regard to the technical skill acquisition questions, than the project-based

learning questions.

The high mean for perceived skill development (Q11) confirms that

students recognize the role of project-based learning in enhancing their

technical abilities. This finding underscores the importance of incorporating

project-based learning into the curriculum to support technical skill

development. However, the lower mean for practical skill application (Q16)

highlights a potential disconnect between theoretical knowledge and practical

competence. This suggests that while students may learn technical concepts

through project work, they may lack opportunities to apply these skills in real-

world scenarios.

This disconnect may stem from various factors, such as limited access

to tools and equipment, insufficient guidance on practical application, or a

lack of real-world context in project design. To address this, educators should

strive to incorporate more hands-on activities, simulations, and real-world

problem-solving scenarios into project-based learning. This would allow

students to bridge the gap between theory and practice, enhancing their

confidence and competence in applying technical skills.

The higher standard deviations in the technical skill acquisition section

shows that there is a need to make sure that each student is receiving adequate

training and instruction when it comes to the technical aspects of the project.

Because of the wide range of responses, this shows that some students feel that

they are getting the technical training, while others feel that they are not.

Correlation Analysis

Table 4.1.3 Pearson Correlation Analysis between Project-Based Learning and Technical Skill Acquisition
Project-Based Learning
Variables Remarks Decision
Pearson Correlation Sig. (2-tailed)
Technical Skill Acquisition 0.403 0.001 Significant Reject HO1

18
 Table 4.1.3 shows the Pearson correlation analysis between project-

based learning and technical skill acquisition. The Pearson correlation

coefficient (r) is 0.403, and the significance value (p) is 0.001. This indicates a

positive and statistically significant correlation between project-based learning

and technical skill acquisition. Since the p-value is less than 0.05, the null

hypothesis (HO1) is rejected, meaning there is a significant relationship

between the two variables.

The significant positive correlation implies that as students'

engagement and perception of project-based learning increase, their technical

skill acquisition also tends to improve. This statistical finding supports the

idea that project-based learning is an effective method for enhancing technical

skills among Grade 11 students at Suawan High School. The strength of the

correlation, while moderate, confirms a meaningful link between these two

variables.

Regression Analysis

Table 4.1.4 Regression Analysis

Mode Variance Explained Adjusted Std. Error of the
Predictor(s)
l (R) (R2) Estimate
1 Project-Based Learning 0.162 0.149 0.61776

Table 4.1.4 presents the regression analysis, which examines the extent

to which project-based learning predicts technical skill acquisition. The

adjusted R-squared (R2) value is 0.149, indicating that approximately 14.9%

of the variance in technical skill acquisition can be explained by project-based

learning. The standard error of the estimate is 0.61776.

The regression analysis confirms that project-based learning has a

statistically significant predictive effect on technical skill acquisition. The R2

value, while not exceedingly high, demonstrates that project-based learning is

a relevant factor in explaining the variability in students' technical skill

19
 development. This means that while other factors may also contribute to

technical skill acquisition, project-based learning plays a measurable role.

Overall Statistical Analysis

Table 4.1.5 Statistical Summary

Pearson Regression
Mea Cronbach's
Variables SD Correlation Analysis
n Alpha
r p R2 p
Project-Based Learning 3.94 0.63 0.711
0.403 0.001 0.162 0.001
Technical Skill Acquisition 3.78 0.67 0.843

Table 4.1.5 provides a statistical summary of the variables. The

Cronbach's alpha for project-based learning is 0.711, and for technical skill

acquisition, it is 0.843, indicating acceptable to good internal consistency of

the survey instruments. The Pearson correlation (r) is 0.403, with a

significance (p) of 0.001, confirming a significant positive relationship. The

regression analysis shows an R2 of 0.162 and a p-value of 0.001, further

supporting the predictive power of project-based learning on technical skill

acquisition.

The overall statistical analysis consolidates the findings, demonstrating

the reliability of the data collection instruments and the robust relationship

between project-based learning and technical skill acquisition. The significant

correlation and regression results reinforce the study's central claim: project-

based learning is a valuable pedagogical approach for developing technical

skills among Grade 11 students at Suawan High School.

20
 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of Findings

This study aimed to determine the relationship between project-based

learning and technical skill acquisition among Grade 11 students at Suawan

High School for SY 2024-2025. Specifically, it assessed the level of project-

based learning implementation, the extent of technical skill acquisition, and

the predictive relationship between the two variables.

A quantitative correlational research design was employed. Data were

gathered through a structured survey questionnaire administered to 63 Grade

11 students from the General Academic Strand (GAS) and Technical-

Vocational-Livelihood (TVL) – Electrical Installation and Maintenance (EIM)

strand. The data were analyzed using descriptive statistics, Pearson

correlation, and regression analysis.

Findings

The following findings are obtained based on the analysis and interpretation of data:

1. Students generally agreed on the effectiveness of project-based learning, with

a grand mean of 3.94. The highest mean score was for the statement "I enjoy

working with my classmates on projects" (4.21), highlighting the importance

of collaboration. However, engagement levels were slightly lower, with "I feel

more engaged in class when we do project-based learning" receiving a mean

of 3.75.

2. Technical skill acquisition was positively rated, with a grand mean of 3.78.

The highest mean score was for "Project-based learning helps me develop

technical skills" (4.05), confirming the perceived benefits of PBL. However, "I

feel that I have gained practical skills from working on projects" had the

21
 lowest mean (3.52), indicating a potential gap between theoretical learning and

real-world application.

3. Pearson correlation analysis revealed a statistically significant positive

relationship between project-based learning and technical skill acquisition (r =

0.403, p = 0.001), leading to the rejection of the null hypothesis.

4. Regression analysis indicated that project-based learning accounted for 14.9%

of the variance in technical skill acquisition (R² = 0.149, p = 0.001),

suggesting that while project-based learning influences skill acquisition, other

factors also contribute to students' technical development.

5.2 Conclusions

Based on the findings above, the following conclusions are drawn:

1. Project-based learning is well-received among Grade 11 students at Suawan

High School, particularly in fostering collaboration and a sense of

accomplishment. However, engagement levels vary, indicating the need for

more dynamic project designs.

2. While project-based learning contributes to technical skill acquisition, there is

a noticeable gap between students' perceived learning and their ability to apply

technical skills practically.

3. The statistically significant relationship between project-based learning and

technical skill acquisition confirms that hands-on, student-centered approaches

positively influence technical competencies.

4. Although project-based learning is a significant predictor of technical skill

acquisition, additional instructional strategies and resources are needed to

maximize its impact.

22
5.3 Recommendations

As synthesized from the findings and conclusions, the following

recommendations were made:

1. Implement More Hands-On Practical Sessions. To help students develop their

technical skills more effectively, hands-on practical sessions should be

increased. Teachers should design real-world technical challenges that

simulate actual work environments, allowing students to experience real

applications of their learning. These activities should focus on common

challenges they might face in future jobs, helping them build problem-solving

skills and confidence. Additionally, dedicated lab hours should be established

where students can practice their technical skills beyond the required project

work. Having access to tools and guided practice sessions will allow them to

refine their abilities and gain more experience before moving on to real-world

applications.

2. Enhance Student Engagement Strategies in PBL. Keeping students engaged in

project-based learning requires creative and dynamic project designs. Teachers

should integrate gamified elements, such as competitions and rewards, to

make learning more enjoyable and interactive. For example, small group

competitions or ranking systems for project completion can make students

more motivated to participate. Additionally, milestone-based projects should

be introduced, where students receive feedback at different stages of the

project rather than just at the end. This approach ensures that students remain

engaged throughout the project and make continuous improvements, leading

to a more enriching learning experience.

3. Provide Mentorship and Industry Exposure. Connecting students with

professionals in their field can enhance their learning experience and provide

23
 valuable insights into real-world applications. Schools should invite industry

professionals, alumni, or skilled practitioners to mentor students. These

mentors can share their experiences, offer technical advice, and provide career

guidance. Furthermore, site visits to local businesses, workshops, or technical

firms should be organized so students can witness firsthand how their skills

are used in the workplace. These visits will allow students to see practical

applications of their learning and inspire them to strive for excellence in their

technical fields.

4. Improve Accessibility to Tools and Equipment. One of the challenges students

face in acquiring technical skills is the lack of access to necessary tools and

equipment. To address this, schools should develop a lending system where

students can borrow technical tools for home practice. This will allow them to

practice at their own pace and improve their skills outside the classroom.

Additionally, partnerships with local businesses and organizations can be

established to provide students with more resources, training opportunities,

and possibly donated equipment. This collaboration can help bridge the

resource gap and provide students with the tools they need to succeed.

5. Strengthen Group Work and Collaboration Support. Since collaboration plays

a significant role in project-based learning, it is essential to ensure that

students work effectively in teams. To promote accountability and equal

participation, structured team roles should be implemented in projects.

Assigning specific responsibilities to each group member will ensure that all

students contribute meaningfully to the project. Additionally, short team-

building exercises should be conducted before group projects to strengthen

collaboration and improve teamwork skills. Activities such as trust-building

24
 exercises and problem-solving challenges can enhance communication and

create a more cooperative learning environment.

6. Monitor and Assess Skill Application More Rigorously. To accurately measure

students' technical skill development, assessment methods should go beyond

written tests. Introducing practical exams or live demonstrations will allow

students to showcase their actual skills and ensure they can apply what they

have learned. Furthermore, peer evaluations should be integrated into project

assessments to gauge teamwork and technical contributions. Encouraging

students to evaluate their peers' work can provide valuable feedback and

ensure fairness in group projects. These assessment strategies will help

educators identify areas for improvement and refine instructional approaches

for better learning outcomes.

25
 REFERENCES

Honra, J. R., Monterola, S. L. C., & Yangco, R. T. (2024). Career-focused teaching and its
effects on students’ biology-technical-vocational-fused skills. International Journal of
Evaluation and Research in Education (IJERE), 13(5), 3427-3434.

Lin, C. S., Ma, J. T., Kuo, K. Y. C., & Chou, C. T. C. (2015). Examining the efficacy of
project-based learning on cultivating the 21st century skills among high school
students in a global context. Journal on School Educational Technology, 11(1), 1-9.

Owens, A. D., & Hite, R. L. (2022). Enhancing student communication competencies in

STEM using virtual global collaboration project based learning. Research in Science
& Technological Education, 40(1), 76-102.

Rallos, A. G., Nanud, M. N., Ondoy, M. L., Ares, J. M., & Picardal, M. (2024). Exploring
Active Learning Strategies in Science among Senior High School STEM Learners and
Teachers. Science Education International, 35(4), 369-381.
 APPENDIX A

Survey Questionnaire
 APPENDIX B

Research Assessment Tool Validation Sheet

 APPENDIX D

Approval Letter to Conduct Survey