Project-Based Learning and the Attainment of Social Science Competencies Among Senior High School Learners

Abstract

The Philippine educational landscape increasingly emphasizes competency-based instruction fostering critical thinking, civic engagement, collaboration, and real-world application. Despite RA 10533 and DepEd reforms, Senior High School learners in Social Science continue to underperform, revealing a persistent gap between curriculum expectations and classroom outcomes. Project-Based Learning (PBL) offers a promising strategy to bridge this gap by engaging learners in inquiry-based, experiential, and learner-centered activities.

This study examined the utilization of PBL and its relationship to the attainment of Social Science competencies among Senior High School learners in the Schools Division Office of Batangas City during the 2025–2026 academic year. Grounded in constructivist and experiential learning theories, it investigated teachers’ awareness of PBL principles, curriculum integration, instructional design, and assessment methods, alongside learner competency attainment in conceptual understanding, critical thinking, civic engagement, real-world application, and collaboration.

A quantitative descriptive-correlational design involved 101 Social Science teachers from ten public school districts using stratified random sampling. Data were collected via a validated researcher-made questionnaire with excellent reliability and analyzed using weighted mean, composite mean, standard deviation, ranking, and Pearson correlation, ensuring methodological rigor.

Findings revealed high to moderate teacher awareness of PBL, particularly in learner-centered instruction, facilitation, and curriculum alignment, with challenges in instructional design, integration, and assessment. Learners attained moderate competency levels across all domains. Positive correlations confirmed that greater teacher awareness significantly enhances learner outcomes. Implementation challenges included limited instructional time, insufficient training, large class sizes, and resource constraints.

Based on these results, structured, contextualized PBL activities and instructional guides were developed to strengthen competency-based Social Science instruction. The study concludes that teacher preparedness and pedagogical competence critically influence PBL effectiveness, enabling learners to achieve higher-order competencies and meaningful application of Social Science knowledge, offering practical guidance for educators, curriculum developers, and policymakers.