Project-Based Learning Approach and Environmental Awareness in Science in Congressional District IV, Batangas Province

Abstract

This study examined the extent of utilization of the Project-Based Learning (PBL) approach in promoting students’ environmental awareness among junior high school Science teachers. It explored the relationship between utilization and usefulness, and identified challenges faced by teachers. A descriptive-correlational research design supported by qualitative interviews was used.

The study involved 136 Science teachers selected through stratified proportionate random sampling across Congressional District IV, Batangas Province. Data were gathered using a validated researcher-made questionnaire and a semi-structured interview guide, with interviews conducted among 8 Science teachers. The data were analyzed using weighted mean and Pearson’s r, while qualitative responses were treated through thematic analysis. Findings revealed that the PBL approach was highly utilized in promoting environmental awareness, particularly in experiential learning (3.79), critical thinking and problem-solving (3.73), and real-world application (3.74). PBL was also found highly useful in shaping students’ environmental attitudes (3.79), behaviors and practices (3.78), and sense of responsibility (3.81). A significant positive relationship was established between PBL utilization and its usefulness. Also, the results revealed that science teachers agreed (3.39) that they encountered challenges in implementing PBL approach such as getting distracted by the classroom noise, insufficient confidence in using PBL approach and time management. While interviews revealed challenges including time constraints, limited resources, and limited student readiness.

The study concludes that PBL is an effective strategy in enhancing students’ environmental awareness and recommends continuous teacher training, resource provision, and integration of community-based environmental projects to strengthen Science teaching.