AN ACTION RESEARCH ON PROJECT-BASED LEARNING AND UNDERSTANDING BY DESIGN AND THEIR EFFECTS ON THE SCIENCE ACHIEVEMENT AND ATTITUDE OF SCIENCE STUDENTS

AN ACTION RESEARCH ON PROJECT-BASED LEARNING AND
UNDERSTANDING BY DESIGN AND THEIR EFFECTS
ON THE SCIENCE ACHIEVEMENT AND
ATTITUDE OF SCIENCE STUDENTS
BY
RICHARD DEAN B. RUBRICA
CALOOCAN CITY, PHILIPPINES
FEBRUARY, 2018

i
ABSTRACT
Project-Based Learning has been the leading strategy used by most of the top
educational systems in the world. Authentic learning that addresses the 21st
century skills
is what PBL offers. However, little research has been done to explore its potential in
improving the quality of education in the country and what framework to be used to be able
to “curricularize” PBL. The aim of this research is to examine the effect of Project-Based
Learning using Understanding by Design framework in improving the academic
achievement and attitudes of grade 6 students in science 6. Two sections in the grade 6
level from Sta Quiteria Elementary School in Caloocan City was selected for the study.
Group A (Gold) was taught through project-based learning technique and Group B (Garnet)
was taught through a more traditional teaching technique. A pretest and posttest was
administered on both groups to find out if there is a statistical difference between their
achievements. There was a statistical difference between the mean academic achievement
scores of pretest and posttest after the intervention. The statistical difference has proven
the effectiveness of PBL as a more effective method in teaching science. In addition,
motivation and attitude were positively impacted. Further studies and in-service trainings
for teachers were recommended to discover the effectiveness of PBL in other subject areas.
Key words: Project-Based Learning, Understanding by Design, Authentic Activities,
Science teaching, 21st
century

ii
TABLE OF CONTENTS
ABSTRACT……………………………….…………………………..……………..i
LIST OF TABLES……………………………………………………….………….iii
LIST OF FIGURES………………………………………………….………………iv
CHAPTER
I INTRODUCTION………………………………..…………………..1
II REVIEW OF RELATED LITERATURE………………….…..…….5
III METHODOLOGY……………………………….....…………....…34
IV DISCUSSION, CONCLUSION AND RECOMMENDATION……44
DISCUSSION OF RESULTS………………………..…………..…45
Student Achievement………………….……..……………...45
Student Attitudes……….…………….…..……………….…50
Teacher Journal……………………..…….……………...….53
Interview………………………………….……..……..……54
Class Dojo………………………………….…………….….56
CONCLUSION……………………………..……..……………..….59
RECOMMENDATION………………………….……………….....60
REFERENCES……………………………….…………………..…62
APPENDICES
APPENDIX A: Unit overview………………………………................…67
APPENDIX B: Second quarter curriculum plan…………………….....…70
APPENDIX C: Class dojo positive and negative points…………........….73
APPENDIX D: Student questionnaire.…….….…….…....….…..….……74
APPENDIX E: Teacher journal sample transcript………..…..…..............77
APPENDIX F: Project proposal sample transcript…..………...................80
APPENDIX G: Final project sample………….……………....….…........82
APPENDIX H: Science project rubric……………..……..….....….…..…83
APPENDIX I: Sample class record….……………….…….......….….…85

iii
LIST OF TABLES
1. The Logic of Backward Design………………………………….....….25
2. Understanding by Design Unit Template………………………...…....26
3. UbD-PBL Unit Plan Template………………………………...…..…...33
4. Action Plan with Essential Questions…………………………….…....39
5. Diagnostic Test Mean Scores……………………..….……….…..……46
6. Independent Samples T-Test of Diagnostic Test Results….……....…...46
7. Second Periodical Test Mean Scores…………….….….…….…..…….47
8. Independent Samples T-Test of Second Periodical Test Results….……47
9. Summary of Proficiency Level (Group A)………………….………….49
10. Summary of Proficiency Level (Group B)…………………………….49
11. Summary of Survey Responses (Group A)……………………………51
12. Summary of Survey Responses (Group B)……………………..…..…51
13. Student Survey Responses…………………………….……..………..50
14. Darwin’s Positive and Negative Points…………….……….….…...…59

iv
LIST OF FIGURES
1. BIE Gold Standard PBL Essential Project Design Elements……….…..9
2. Steps in PBL…………………………………………………………...11
3. UbD Stages………………………………………………………….....22
4. Class Dojo Positive Responses Points………………………………....43
5. Class Dojo Negative Responses Points………….….….….…….…….44
6. Student Interview Responses Sample………………………….………55
7. Group A and Group B Class Dojo Points………………….……....…..57
8. Darwin’s Class Dojo Points……………………..……...…….…….….58

CHAPTER I
INTRODUCTION
The Philippines educational system is on its progressive steps in completing the
transition to the K-12 program. Science, being one of the core subjects in elementary
education will again undergo a major program overhaul. Elementary science education in
the country is evidently poor compare to its ASEAN neighbors. Student performance in
the international studies (TIMMS 1995, 1999, 2003) is consistently low. The Philippines
ranked 34th
out of 38 participating countries and the results from the National
Achievement Test given by the Department of Education are also in dismaying figures
(UNESCO, 2010).
The problem does not lay on the curriculum program per se, hence, everything
boils down to the pedagogical roots. Students lose interest in learning science because its
teaching is predominantly transmissive which makes it more abstract in the eyes of the
students and therefore, seeing it as an irrelevant subject matter (UNESCO, 2010). Thus,
as teachers, we have to provide organic experiences that will make the students construct
knowledge meaningfully in an appropriate social context (Dewey, 1938). According to
Lev Vygotsky’s (1978) Zone of Proximal Development, children’s inquisitiveness begins
long before they attend formal schooling. For this reason, children are considered born
scientists (Keller, 2012). Consequently, didactic pedagogy cannot cater their curiosity
about the world and their questions about everything. Children learn science by doing

2
science, by asking and exploring their answers to their questions (Martin, 2002). Science
is not a subject to be taught, but rather a process for learning something new (Keller,
2012). Scientific knowledge is shared through social transactions and interactions
between the learners (Roth 1990). Learning entails active efforts of the learner and
therefore, learning science is an active process (Tyler 1949).
Despite the radical changes in the curriculum the Department of Education is
making through the years to improve the quality of education, teachers are still widely
using didactic pedagogy and generic lesson plans in delivering their lessons. The K-12
program is anchoring the philosophy of educational constructivism that requires authentic
pedagogical approach and has to reflect the real-world interconnections in science
through authentic assessments (Tam, 2000). Constructivism is also a learning strategy
that draws students’ prior knowledge and skills to be able to synthesize new
understanding (Matthews, 2003). Knowledge learned at the level of rote memory rarely
transfers; transfer occurs when the learner knows and understand the concepts and be
able to apply it to solve problems in different situation. Learning with understanding is
more likely to promote transfer than just memorizing a text (Wiggins & McTighe, 2001).
Students at this point in time live in a world with vast sources of information. Therefore,
teachers have to teach the students how to properly choose and use that information
(Trilling & Fadel, 2009). There is also a need to prepare them in the rapidly changing
world of work. Collaboration, critical thinking, problem solving, and self-management
are the success skills teachers need to equip the students (Larmer & Mergendoller, 2015).
In that sense, teachers should embrace this new role as learning coach and manager
(Barron & Darling-Hammond, 2008).

3
The teacher researcher is a science teacher for about five years since he entered
the public school. Sta. Quiteria elementary school is one of the seven schools in the
district of Tanque in Caloocan City. The teacher researcher teaches six sections of sixth
grade science. There are a total of thirteen sections in the grade six and the teacher
researcher is teaching almost half of it. The grade level has one homogeneous section that
is considered the ‘cream’ section which makes the remaining sections heterogeneous.
Students are required to take a diagnostic test at the beginning of the school year to assess
the content that has to be taught with greater emphasis and to have data to be compared in
the achievement test at the end of year following the spiral approach of the K-12
program. The results of the diagnostic exam served as basis in choosing the subjects in
the action research. The researcher took the two sections at the bottom of the list which
happens to be two of his classes. They got the lowest mean scores which the teacher
researcher think will be a great venue to test the effectiveness of Project-Based Learning
method. Section Gold is made up of 21 boys and 23 girls. All 44 students have low SES
and 11 are beneficiaries of Pantawid Pamilyang Pilipino Program or 4P’s, a government
program that grants conditional allowances for the indigent families within the school
community to be able to send their children to school. Section Garnet is made up of 25
boys and 21 girls. The same as section Gold, all 46 students have low SES and 9 of them
are beneficiaries of 4P’s. Indigence is a common problem surrounding public education.
Some of my students even have to earn money for themselves to be able to go to school
which greatly affects their capability to learn.
Throughout the years the teacher researcher being a science instructor, he
observed that students lacked motivation and drive to become successful in Science.

4
Every time the teacher researcher tries to engage the students to discussion what he gets
are only get are blank stares. Sometimes the teacher researcher ask himself if what
he is doing is still worthwhile in the eyes of my students. Students consistently struggle to
grasp science concepts because of the stigma attached to the subject. Students think that
what they will do in science is just a bunch of memorization activities and seemed to
believe that success in the class would be too difficult. Disengagement was noticeable
compared to other subjects such as Araling Panlipunan and MAPEH. This action
research was developed around the researcher’s concern for the students’ achievement in
science. The teacher researcher is highly concerned about the students’ academic growth,
attitude, and motivation towards science that revolves around their critical thinking skills.
As the teacher researcher observe, the longer the time he stays in front of the classroom
the lesser they learn and the more he let them explore, the more they ask questions hence,
the more they understand. Moreover, science teachers are most of the time focused on
teaching the content and not learning the content.
There is no one-size-fits-all strategy or approach to address these issues. The need
to hone the 21st
century society that can keep up with the rapid technological
advancements and globalization has brought us to the point of rethinking the educational
system that has been caught in a web of educational views originated centuries ago
(Barron & Darling-Hammond, 2008). Teachers need an innovative educational approach
that will address the nation’s educational dilemma. Rooted in the progressive education
movement of William Heard Kilpatrick and John Dewey, Project-Based Learning or PBL
is an approach where students try to find solutions to an essential question that is based

5
on a real world challenge. This approach requires students to actively investigate and
explore significant content and learn skills that are crucial to the process of inquiry to be
able to answer the essential question that will result to deeper learning through active
exploration of real-world problems and challenges (Condliffe, 2016; Iwamoto et al.,
2016; Harmer & Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000; Katz & Chard,
1992). According to Bell, (2010) Project-Based Learning is the basis of the curriculum
and not just a supplementary activity to support learning. To be able to “curricularize”
PBL, it needs to have a curriculum design that suites its core principles (Thomas, 2000).
Understanding by Design or UbD by Wiggins and McTighe, (2004) is a three-step
curriculum framework that takes a means-ends approach or “backwards” in designing
and implementing a curriculum. Understanding by Design starts with the end goal- the
desired results and identifies the necessary assessment evidences before thinking of the
instructional procedures (Wiggins & McTighe, 2004). In this study, the teacher
researcher wants to discover the over all impact of PBL in UbD framework in the
students’ achievement in science as well as their attitude and behavior in the classroom.
CHAPTER II
REVIEW OF RELATED LITERATURE
PBL: Project-Based Learning
Project-Based Learning (PBL) is a model for classroom activity that is a lot
different from the usual teacher-centered classroom practices. Project-Based Learning

6
activities are long-term, interdisciplinary, student-centered and integrated with real-world
issues and problem solving. This method fosters abstract tasks to explore and solve
complex issues (Condliffe, 2016; Iwamoto et al., 2016; Harmer & Strokes, 2014; Harmer
& Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000; Katz & Chard, 1992; ). It
promotes understanding of the underlying concepts rather than just practicing rote
memory skills. Project-Based Learning approach uses projects as vehicles to encourage
student motivation and to provide means for demonstrating and explaining what they
have learned. In PBL, the students explore, make judgments, interpret, and synthesize
information in meaningful and creative ways. Project-Based Learning is a good resort in
honing the 21st
century skills of the students (Educational Technology Division,
Malaysia, 2006). Ravitz, Hixson, English, & Mergendoller (2012) defined 21st
Century
skills as: productivity and accountability, social and cross-cultural skills, creativity and
innovation, critical thinking and problem solving, communication and collaboration,
information, communication and technology literacy, flexibility and adaptability,
initiative and self-direction, and leadership and responsibility. Project-Based learning
promotes learning that results from the demonstration of performance where the students
are going to use the knowledge and skills they acquired. According to Harmer and
Strokes, (2014) PBL has key features which give its distinction; learning by doing, role of
the facilitator, interdisciplinary, collaboration on the group work, and an end product. The
genesis of PBL is inquiry where children pursue knowledge by asking questions that
triggered their natural curiosity (Bell, 2010).
Recent studies are emphasizing the benefits of PBL; increased academic
achievement, increased application and retention of information, critical thinking,

7
communication, and collaboration (Condliffe, 2016; Iwamoto et al., 2016; Harmer &
Strokes, 2014; Holmes, 2012; Bell, 2010; Thomas, 2000; Katz & Chard, 1992;), but what
is and what is not a PBL project? Project is common tradition across the different subject
areas. However, there are certain criteria that has to be present in a project to be
considered PBL. Thomas (2000) on his article “A Review of Research on Project-Based
Learning” states the five criteria of a PBL project. Project-Based Learning projects are
central and not peripheral to the curriculum, projects are focused on questions or
problems that ‘drive’ students to encounter the central concept of the curriculum of a
discipline, projects involve students in a constructive investigation, projects are student-
driven to some significant degree, and projects are realistic and not school-like. After
Thomas (2000) created his comprehensive review of the Project-Based Learning
approach, his work became the most cited article on PBL researches. After a decade,
Bell, (2010) made another comprehensive review on PBL. According to Bell, (2010)
PBL is an innovative teaching approach that addresses a multitude of skills critical for the
success in the 21st
century. Bell (2010) argues in his review that students need to be more
responsible for their own learning and the teachers should embrace their new role as
guide-on-the-side and not as sage-on-stage. Harmer and Strokes, (2014) made a review
on the benefits and challenges of Project-Based Learning. The main advantages of PBL
according to Harmer and Strokes, (2014) include: claims of improved academic results,
the development of wider skills, increased student motivation and enjoyment, students
learn through revision, enhanced outreach and engagement beyond academia and
advantages for lecturer. Harmer and Strokes, (2014) also outlined some of the
predominant challenges of the Project-Based Learning raised in the literature. Some of

8
the significant identified challenges across the discipline are that of group work,
preference for traditional teaching styles, assessment, and weight of work not only for
students but also for teachers and administrators. Proper planning and scaffolding are
some of the ways cited by Harmer and Strokes, (2014) in order to avoid these challenges.
Another comprehensive review of Project-Based Learning by Condliffe, (2016) focused
on the PBL approaches in the K-12 settings, core PBL design principles and implications
for the field, and PBL implementation research. Moreover, Condliffe, (2016) discussed
how students develop new skills and knowledge in PBL K-12 classrooms; PBL promotes
construction of knowledge, cultivates student engagement, use scaffolds to guide student
learning, encourage student choice, and support collaborative learning. Students are
expected to demonstrate their learning by creating a product that answers the essential
question, provide opportunities for student reflection and teacher feedback and present
product to authentic public audiences.
The Buck Institute for Education or (BIE) is a non-profit organization dedicated
in helping teachers use PBL effectively in their classrooms. Buck Institute for Education
created the “Gold Standard PBL” because of the growing popularity of PBL many
teachers and schools may jump on the PBL bandwagon. Without clear guidance and
adequate preparation, curricular problems will crop up. Poorly designed and implemented
PBL will frustrate students, disappoint teachers, and damage PBL’s reputation. The
“Gold Standard PBL” has the Essential Project Design Elements that has the key
knowledge, understanding and success skills at the center as desired goals. Around the
key knowledge, understanding and success skills are; design and plan, align to standards,
build the culture, manage the culture, manage the activities, scaffold student learning,

9
assess student learning and engage and coach. Design and plan is where teachers create
or adapt a project for their context and students, and plan implementation from launch to
culmination while allowing for some degree of student voice and choice. Aligning to
standards is where teachers use standards to plan the project and make sure it addresses
the key knowledge and understanding from subject areas. Building the culture explicitly
and implicitly promote student independence and growth, inquiry, team spirit, and
attention to quality. Managing activities to teach teachers and students to organize tasks,
schedules, and use resources properly. Scaffolding student learning uses formative and
summative assessments of knowledge, understanding, and success skills which include
self and peer assessments. Engaging and coaching give students sense of direction,
encouragement, and celebration.
Figure 1. BIE Gold Standard PBL Essential Project Design Elements

10
The Educational Technology Division, Malaysia, (2006) states the six steps in
formulating a Project-Based Learning program. The first step is giving the ‘essential
question’ or the ‘driving question’. This is a real-world topic that will engage the students
to begin an in-depth investigation. The teacher has to make sure that the questions are
based on the situations that are authentic and relevant to the students. The second step is
designing a plan project. In designing a project plan the teacher has to consider the
content standards to be addressed and involve the students in the planning process. In that
way the project shall maintain its centrality to the curriculum. The third step is creating a
schedule. Provide a timeline for the components of the projects. Give the students
reasonable amount of time to come up with a meaningful project. The fourth step is
monitoring the students and project progress. The teacher should inculcate the value of
collaboration and communication among the members of the group. Always check the
progress of the project by checking their copy of the schedule of project. The fourth step
is assessing the outcome of the project. Diagnostic feedback is essential in assessing the
work of the students. It gives the students design their projects more effectively. The
sixth and the last step is evaluating the experience. Use rubrics in evaluating the outputs
of the students to measure the authenticity and meaningfulness of the project. Make the
students reflect after the evaluation period. Make the students share their experiences in
making the projects and on how they can improve as a team.

11
Figure 2. Steps in PBL
Review of the Research on Project-Based Learning
When considering to implement the action research it is important to confirm
previous research regarding the effect of Project-Based Learning in increasing student
achievement and improving student motivation and attitudes in guiding the research. This
analysis informed and guided the researcher’s efforts to implement a treatment in the
class. Research has proven that through PBL, students become better problem solvers,
researchers, and critical thinkers (Bell, 2010; Thomas, 2000; Condliffe, 2016). Students
who may struggle in a traditional instructional setting have often been found to do well
when they work in a PBL class (Bell, 2010; Thomas, 2000; Condliffe, 2016). The
effectiveness of PBL has been investigated in various studies (Condliffe, 2016; Iwamoto
et al., 2016; Chiang & Lee, 2016; Mayer, 2016; Cervantea, et al., 2015; Khaliq, et al.,
2015; Harmer & Strokes, 2014; Redmond, 2014; Holmes, 2012; Bell, 2010; Yancin, et
al., 2009; Thomas, 2000; Katz & Chard, 1992;) in different subject areas as well as

12
deepening students’ transfer skills. Research has proven that through PBL, students
become a better problem-solvers, researchers, and critical thinkers (Thomas, 2000, Bell,
2010, Harmer and Strokes, (2014), Condliffe, 2016). Students in PBL not only learn real-
world application of knowledge and skills but also analytic skill (Katz & Chard, 1992).
Most of the literature on Project-Based Learning are in the K-12 setting which strongly
suggest the effectiveness of the model in the K-12 program in the country.
Researches on the effect of project-based learning are positive on both the
achievement and affective domain. In a study conducted by ( Halvorsen, Brugar, Block,
Strachan, Berka, and Brown, 2014), two sets of teachers 2 from from the high SES and 4
from the low SES and a subset of their students participated to find out if there is
significant difference between the two groups in terms of their academic achievement in
social studies and content literacy. The researchers used two project based learning units
on the states standards in economics, civic and government. The researchers used a
formative experiment approach and the data were both quantitative and quantitative. The
participants came from two different school districts. The results of the study revealed
that the students who came from a low SES scored statistically the same as the students
who came form a high SES. The teachers who applied the project-based program became
more concern on the ‘understanding’ of the students of the concepts.
Another study on the effects of project-based learning in increasing academic
achievement was conducted by Hernandez-Ramoz and De La Paz ( 2009). A total of 70
students participated in the study from a District of Northern Califonia. The students were
divided into a control group and the experimental group. A technology assisted project-
based approach will be given to the experimental group in a six-week history unit on

13
early 19th
century U. S. History. The researchers examined the content knowledge tests,
group projects, and attitudes and opinions survey to determine the relative benefits of the
program to the students. The results of the program revealed a significant gains of
students in the PBL compare with the control group who underwent a more traditional
teaching and learning program. The students’ work in the intervention also revealed
growth in their historical thinking skills and they were able to grasp the fundamental
understanding that history is more than presenting and memorizing facts.
Cakici and Turkmen (2013) made a study on the effect of project-based approach
on children’s achievement and attitude in science in a primary school in the Northwestern
part of Turkey. The study consisted of 44 fifth grade students that was divided into the
control group and experimental group who underwent the intervention using the project-
based learning strategies. The researchers used a pretest posttest control group of quasi-
experimental research design. During the application of the project-based learning
approach, the researcher carefully observed all students on how they crafted their
projects. The researchers gave the students some scaffolding on the project by giving
some clues and by encouraging them to be more creative in making their projects. The
results of the study show a significant difference in terms of achievement in science as a
result of making learning more enjoyable and meaningful. However, there was no
significant differences on the attitude towards science. The researchers inferred that the
reason are the difficulties the students experienced during the project making activities.
Project-based learning is relatively new to the students and scaffolding and gradual
implantation of the approach are some of the recommendations given by the researchers.

14
A study conducted by Khaliq, Alam, and Mushtaq (2015) investigated the
effectiveness of project-based learning for teaching science at elementary level. One of
the federal government high schools was randomly selected as a sample school. Then one
section of grade 8 class was randomly selected to participate in the study. A chapter about
the ‘Environment’ was taught through project-based learning. A pretest and a posttest in
the subject of science was developed to evaluate the academic achievement of the
students before and after the completion of the experiment. Consequently, the results
showed that the students who underwent the treatment performed better than the control
group. Project-based learning technique was found to be more effective teaching
approach in teaching science because it elicits the natural inquisitiveness of the students
to explore. A project calendar was given together with the rubric to maintain the focus of
the students in accomplishing the proposed project. Khaliq, et al., (2015) recommended
to use PBL in classrooms particularly in science subjects.
A study conducted by Yalcin, Turgut, and Buyukasap, (2009) aimed to discover
the effect of Project-Based learning on Science Undergraduates’ learning of electricity,
attitude towards physics and scientific process skills. The total 90 undergraduates
(prospected teachers) in the Science Teacher Training Department in Bayburt education
faculty in Turkey was used in the study. A set of pretest and posttest was administered to
the experimental and control group to discover if there is a statistical difference in their
achievement and attitudes towards physics and science process skills. The results show
that there were statistical differences between experimental and control group with
respect to students’ attitudes and the results also proved that project-based learning
enhanced the learning of the students through authentic teaching and learning process.

15
Cervantes, B., Hemmer L. & Kauzekanani K. (2015) investigated the impact of
project-based learning on the achievement of the students in mathematics and in reading.
Cerventez, et al. 2015, performed a causal-comparative study to compare the
achievement of grade seven and grade eight students on two schools in a district in south
Texas US of the school year 2011-2012. The researchers used experimental and control
groups where PBL was used as teaching method for the experimental group and
traditional approach was used in the control group. The State of Texas Assessments of
Academic Readiness (STARR) was the tool used for the outcome of the learning
program. The result of the study shows that students who underwent the PBL program
scored significantly higher in the STARR than the control group who was taught using
the more traditional method of teaching.
A study conducted by Redmond, K. (2014) reports that project-based learning
improves the academic achievement of the students through collaboration, active
participation, and meaningful projects. The primary focus of the research is academic
achievement which resulted in data collection surrounding the research question, “How
does project-based learning impact student achievement?”. Redmond, (2014) used two
sections of fourth grade science. Each section underwent a treatment phase and non-
treatment phase. The score that was used in the statistical analysis were generated from
the Northwest Evaluation Association Measures of Academic Progress NWEA MAP test.
The results of the statistical analysis revealed that after the treatment phase the students
scored in the test significantly higher than the non-treatment phase.
The researcher also used variety of collection methods to help her solidify her
data analysis. Aside from the pretest and posttest the researcher also conducted a survey

16
which measured the motivation level of the student. Interview, class journals and a
computer application which is Class Dojo were used to determine the attitude of the
students towards the treatment phase of the study. The students were highly motivated
during the span of the treatment because of the collaborative exercises given by the
researcher. The researcher also noticed according to her class journals that some of her
problem students were highly engaged during the span of the study which made her
conclude that project-based learning really works on different types of students. In the
interview, the students told the researcher that before they find science as a very boring
subject but because of the engaging projects and activities during the treatment the
students are now having a positive outlook on the subject that gave them intrinsic
motivation to study science. With the help of Class Dojo, the researcher easily tracked
and scored students’ attitudes during the span of the treatment. In just a click in her
device she was able to score the specific attitude of the students during the activity
whether it is a positive or a negative attitude. The data out of it helped her solidify the
data from the post tests which tells that project based learning can increase student
achievement.
The data from Redmond, (2014) is very helpful in identifying the key on how
teachers can intensify project-based learning in the classroom. According to Redmond
(2014) it is imperative for the teachers to build the plan and implement project-based
learning at the beginning of the school year and make it as another classroom routine
where the students know how to participate in. In that way the process of collaboration
and research will become spontaneous to the students.

17
Project-Based learning method has proven its effectiveness not only in increasing
academic achievement but also the 21st
century skills of the students as reported in the
research of Holmes (2012) about the effects of the project-based learning on 21st
century
skills and no left behind policy accountability standards. Holmes, (2012) focused on the
effectiveness of PBL through the lenses of the 21st
century skills. The researcher wanted
to prove that PBL is an effective teaching method across the different subject areas even
with the initial conflict which he wanted to prove. Holmes, (2012) saw the conflict in the
NCLB accountability standards by which students may not be able to perform PBL
projects and activities by which will require 21st
century skills such as computer literacy,
creativity, communication, and collaboration. Collaboration is an integral part of the PBL
model (Cervantes, et al., 2015) where students communicate and share ideas and
concepts about the topic. Holmes, (2012) tested PBL on the students’ reading
achievement, technology literacy, and 21st
century skills. Students who participated in the
Digital Biographies PBL unit demonstrated an increase in reading achievement.
However, according to the statistical analysis of the mean scores of the comparison group
and the experimental group are not statistically different. Although, according to Holmes
(2012), this is due to the very small sample size which was the most crucial part of the
limitations of the research. Students in the special group had an increase in achievement
in the Florida Comprehensive Assessment Test. The overall FCAT probability rates of
the study group increased from 81.73 to 84.33 during the study period. In the technology
literacy, the students demonstrated and increase in technology literacy skills after the
Digital Biographies PBL unit. Constructing and Demonstrating Knowledge was the first
indicator approaching significance. The students’ ability to carry out variety of tasks is

18
what the indicator evaluated. The overall score for the ST2L was also approaching
significance with p-value of .055 that indicates that PBL is an effective method to
increase technology skills and literacy of the students (Holmes, 2012). Moreover, the
study group who underwent the PBL unit had a greater increase in constructing and
demonstrating knowledge compared to the comparison group. The data shows the
technology achievement gap between the study group and the comparison group after the
implementation of the digital bibliographies PBL unit. In addition, the study group
demonstrated better in the 21st
century skills such as in learning and innovation and
communication compare with the comparison group using the five-point scale rubric.
With all the data presented by the researcher, Project-Based Learning shows promise as a
way to help students meet the challenges of developing 21st
century skills.
Iwamoto, et al., (2006) argued that Project-Based Learning method as an
alternative pedagogical approach is effective in increasing the academic achievement of
the students. The key indicators for higher academic performance were high self-efficacy,
high level of perceived control, and growth mindset. Iwamoto, et al. (2006) believe that
lecture-centered teaching methods lacked necessary tools needed to meet the demands to
today’s employment needs. In order to address the issue, Iwamoto et al. (2006) utilized
an active-learning strategy intervention called standards-focused project-based learning
(PBL). The main objective of the research is to measure the effectiveness of the
alternative teaching approach based on constructivist ideas to address the low student
achievement and engagement of the students in the undergraduate level psychology
course and to know what are the changes that can be brought about by engaging the
psychology students in PBL. The researchers used two sets of freshmen and sophomore

19
psychology students as subjects. Using a one-way analysis of variance (ANOVA) to
determine if there is a statistical difference between the mean scores of the control and
experimental group. The results revealed that with a confidence interval of 95% the
ANOVA was significant, F(3,97)=12.912, p < .01. Iwamoto, et al. (2006) also found out
that students in the experimental group appeared engaged in the process and actively
discussed the topics within their respective group. The researchers had one challenge that
was observed in both experimental groups and that is students had a very difficult time
starting their projects. The students experienced confusion and uncertainty and they
requested examples and wanted more specific directions about the project.
Project-Based Learning is not just effective in increasing the academic
achievement of the students but also improving students’ attitude and motivation towards
learning (Altun Yancin, et al., 2009; Chiang & Lee, 2016; Erdem, 2012;)
Altun Yancin, et al. (2009) investigated the effect of project based learning on the
first year science undergraduates’ attitudes towards physics, electricity achievement, and
the development of scientific process skills. The participants were 90 first year science
undergraduate students from Science Teacher Training Department in Bayburt Education
Faculty in Turkey. Pre tests and post tests were given to both experimental and control
group. The unit about electricity was taught using the project based learning approach to
the experimental group while a more traditional teacher-centered approach was used in
the control group. It was found that the achievement scores in the unit about electricity of
the experimental group was statistically significantly higher than the control group. It was
also found that the scores of the experimental group with respect to their scientific
process skills and attitude were higher than the control group. The researchers

20
interviewed five students from the experimental group and asked things that served as
reasons for them to score higher in the post test. The results of the interview revealed that
students gained confidence in their own learning and initiative to discover knowledge and
skills needed to accomplish the project with the help of the driving question at the
beginning of the unit. Difficulties such as time on task, division of labor and finding
funds for the project were common among the interviewees because project based
learning approach was new to them.
Chiang, C. L. & Lee, H. (2016) investigated the effect of project-based learning
method on the motivation and problem-solving ability of the vocational high school
students in eastern Taiwan. There were 46 students in the treatment group and 42
students in the control group majored in food and beverages. The treatment group were
given project-based teaching method and control group students were given traditional
method during the four-week period. The researchers used quasi-experiment and
qualitative methods to investigate whether or not students who participated in the project-
based learning improved their motivation and problem-solving abilities. Questionnaires
consist of learning motivations scales and problem solving ability were given in both
groups. Results showed that both the students’ learning motivation and problem solving
abilities were positively affected by the project-based learning method.
Mayer, (2016) investigated the the students’ perceptions of life skill development
in project-based learning schools. The results show that students’ perception on time
management, collaboration, communication, and self-directedness drastically improved.
The study revealed that the students’ perception of their life skills improved through the
implementation of Project-Based Learning approach.

21
Understanding by Design (UbD)
Understanding by Design (UbD) is the brainchild of Grant Wiggins and Jay
McTighe (2005). Teaching is a means to an end three-step curriculum framework. The
framework gathers learning outcome and assessment evidences before crafting
instructional procedures. Wiggins & McTighe (2005) defined backward design as an
approach where teachers identify what are the evidences they want to reach before they
plan what they teach and how. Understanding by Design lessons contribute to the lasting
and meaningful learning of the students because the goal of UbD is understanding, that is
the ability to “Transfer” the knowledge and skills learned into different context or
situation Wiggins & McTighe (2005).
A process to designing curriculum by beginning with the end in mind and
designing toward that end. In backward design, one starts with the end—the
desired results (goals or standards)—and identifies the evidence necessary to
determine that the results have been achieved, that is, the assessments. With the
results and assessments clearly specified, one can determine the necessary
(enabling) knowledge and skill, and the teaching needed to equip students to
perform. (Wiggins & McTighe, 2005, p. 290).
The three stages of the Understanding by Design process to create a unit plan.
This figure illustrates the overall process used to develop curriculum following the UbD
format. Adapted from Wiggins and McTighe, p. 18. “Curriculum should lay out the most
effective ways of achieving specific results” (Wiggins and McTighe, 2005, p.14).
Understanding by design can be broken into three stages.

22
Figure 3. UbD Stages (Wiggins and McTighe, 2005, p.18)
Understanding by Design suggests that educators should focus on what specific
learning needs to occur first before putting any thought into the activities they want to
implement (Wiggins and McTighe, 2011). Understanding as an educational aim will
result in high-level achievement for it will provide more opportunities for the students to
apply their learning in meaningful authentic contexts. The students will therefore, be able
to transfer what they have learned- that is the ability to apply understandings, knowledge,
and skills effectively in new situations (Wiggins and McTighe, 2005). Wiggins &
McTighe, (2005) identify the twin sins of common curricular design; the activity focused
teaching and the coverage focused teaching. The activity focused teaching provides
students with tantamount of “hands-on but minds-off” activities which is prevalent in the
elementary grade students while the coverage focused on the other hand is prevalent in
the high school and college levels. Understanding by Design is a framework not an
educational program and according to (Wiggins and McTighe, 2011, p. 3) in their book
“The Understanding by Design Guide to Creating High-Quality Units” UbD is based on
eight key tenets:
1. UbD is a way of thinking purposefully about curricular planning, not a rigid
program or prescriptive recipe.

23
2. A primary goal of UbD is developing and deepening student understanding—
the ability to make meaning of learning via “big ideas” and to transfer learning.
3. UbD unpacks and transforms content standards and mission-related goals into
relevant Stage 1 elements and appropriate assessments in Stage 2.
4. Understanding is revealed when students autonomously make sense of and
transfer their learning through authentic performance. Six facets of
understanding—the capacities to explain, interpret, apply, shift perspective,
empathize, and self-assess—serve as indicators of understanding.
5. Effective curriculum is planned “backward” from long-term desired results
through a three-stage design process (Desired Results, Evidence, Learning Plan).
This process helps to avoid the twin problems of “textbook coverage” and
“activity- oriented teaching” in which no clear priorities and purposes are
apparent.
6. Teachers are coaches of understanding, not mere purveyors of content or
activity. They focus on ensuring learning, not just teaching (and assuming that
what was taught was learned); they always aim—and check—for successful
meaning- making and transfer by the learner.
7. Regular reviews of units and curriculum against design standards enhance
curricular quality and effectiveness.
8. UbD reflects a continuous-improvement approach to achievement. The results
of our designs—student performance—inform needed adjustments in curriculum
as well as instruction; we must stop, analyze, and adjust as needed, on a regular
basis.
Teaching for the purpose understanding is not simply another way of teaching,
just as manageable as usual lecture-exercise-test method. It involves genuinely more
intricate classrooms. Understanding has six facets (Wiggins & McTighe, 2011), which
are:

24
1. Explanation: A mutual declaration of the meaning of words spoken,
actions, motives, and providing thorough and justifiable accounts of
phenomena, facts, and data.
2. Interpretation: An explanation of the meaning of another’s artistic or
creative work; an elucidation through telling meaningful stories, offer
apt translations, provide a revealing historical or personal or accessible
through images, anecdotes, analogies, and models.
3. Applying: To make an application or to effectively use and adapt what
they know in diverse contexts.
4. Have Perspective: The state of having a meaningful interrelationship:
See and hear points of view through critical eyes and ears; see the big
picture.
5. Empathizing: Find value in what others might find odd, alien, or
implausible; perceive on the basis or prior indirect experience or
related to someone else’s emotional experience.
6. Have Self-knowledge: Perceive the personal style, prejudices,
projections, and habits of the mind that both shape and impedes our
own understanding; they are aware of what they do not understand and
why understanding is so hard.
Wiggins and McTighe, (2005) emphasize that Understanding by Design is a
framework and not a prescriptive program. Moreover, it is a design that has
understanding as the goal. Understanding by Design is also not a philosophy of
education, nor does it require a belief in any pedagogical system or approach, it rather

25
provide a guidance on how to undertake any pedagogical system or approach.
Understanding by Design also focused on the design of curricular units as opposed to
individual lesson plans or broader programs but with broader context of program of
courses this is because individual lessons are too short to allow for in-depth development
of big ideas, exploration of essential questions, and authentic application. However,
lesson plans should logically flow from unit plans and lessons will be more purposeful
and connected when informed b a larger unit and course design (Wiggins & McTighe,
2005). The overarching elements of UbD are- Essential question, Enduring
Understandings, Key Performance Tasks, and Rubrics. According to Wiggins and
McTighe, (2005), for a question to be considered essential it should mean to; cause
genuine and relevant inquiry into the big and core content; provoke deep
thought, lively discussion, sustained inquiry, and new understandings as well as more
questions; require students to consider alternatives, weigh evidences, support their ideas,
and justify their answers; stimulate vital, ongoing rethinking of big ideas, assumptions,
prior lessons; spark meaningful connection with prior learning and personal experiences;
and naturally recur, creating opportunities for “Transfer” to other situations and subjects.
Table 1. The Logic of Backward Design

26
Table 2. Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design Unit
Template, Association for Supervision and Curriculum Development
Title of Unit Grade Level
Curriculum Area Time Frame
Developed By
Identify Desired Results (Stage 1)
Content Standards
Understandings Essential Questions
Overarching Understanding Overarching Topical
Related Misconceptions
Knowledge
Students will know…
Skills
Students will be able to…
Assessment Evidence (Stage 2)
Performance Task Description

27
Goal
Role
Audience
Situation
Product/Performance
Standards
Other Evidence
Learning Plan (Stage 3)
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing,
revising, and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals
of the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?

28
Review of the Research on Understanding by Design (UbD)
Research provide a clear evidence that UbD based lesson units increase student
achievement across subject areas (Sgro & Freeman, 2008; Anwaruddin, 2013; Schiller,
2015; Hodaeian & Biria, 2015; Tumlos-Castillo, 2015; Yurtseven & Altun, 2015;
Almasaeid, 2017;). Most of the researches available discuss EFL, Science, Student
motivation and attitudes, and Writing learning modules.
Tumlos-Castillo, (2015) conducted a study to find out the effectiveness of
Understanding by Design (UbD) in writing learning modules. The researcher wanted to
find out if the teachers have eventually grasped the key principles of the UbD framework
since its introduction in 2010. Using questionnaire that ask how helpful the design
framework in systematically preparing the learning modules. The Understanding by
Design framework has helped enhance the delivery of instruction through new curricular
developments such as curriculum mapping, construction of unit assessment matrices,
revision of the learning module components, more integration of values in lesson, more
effective management of instructional time, and enriched student learnings.
The effect of Understanding by Design in EFL teachers’ perceptions was
investigated by Anwarudin, (2013). The participants of the study consisted of 21 EFL
teachers in University College of Dhaka. The researcher facilitated 3 professional
workshops for in-service EFL teachers. A series of observation, questionnaire, and
interviews was used to assess the teacher participants. Findings show that the teachers in
UC believed that they can greatly benefit from using UbD in their context. None of them
expressed any doubt on the UbD’s effectiveness in outcome-based education. In

29
the interview, most of the participants believe that adopting UbD will greatly help
students to learn easily. Moreover, Yurtseven & Altun, (2015) investigated the effect of
UbD in EFL teaching and learning motivation and views. The researchers used a mixed
method, pretest and posttest was administered for the quantitative data and survey
questionnaire and interviews for the qualitative data. Result show that students’
motivation increased drastically and the students’ view in learning English as foreign
language became more positive which had made the teaching process easier. Reading
comprehension and focus attitudes of the EFL learners was investigated by Hodaeian &
Biria, (2015). Results show that the use of UbD increased the reading comprehension
level and positive attitudes of the students.
Schiller, (2015) used UbD in designing unit lesson plans for the next
generation science standards in the topic of evolution with the correlation to the NGSS
performance expectations. Findings show that UbD unit lessons increased the
achievement of the students in the unit of evolution using the NGSS assessment. In
addition, students showed interest in learning science content. Recently, the impact of
Understanding by Design in increasing the achievement of the students in science was
also investigated by Almasaeid, (2017). Sixty 8th
grade students from Al Majd Model
School for boys and Al Abdaa Model School for girls in Dubai was used as subjects for
the study. Pre test using the Academic Achievement of Science Test (AAST) for 8th
grade
before applying the UbD model was given for the validity and reliability of the study
tools. The students were divided into experimental and control group. The experimental
group was taught using the UbD framed lessons while the control group was taught using
the current method used in science classes. After the post test the results show that there

30
is a statistical difference between the mean scores of the pre test and post test of the
experimental and the control groups. Almasaeid, (2017) argued that the best way to
improve science pedagogy is to use Understanding by Design as framework. In addition,
critical thinking is one of the success skills students need to thrive and Sgro & Freeman,
(2008) in their study asserted that Understanding by Design is a framework that can be
used to teach the students critical thinking.
Understanding Project-Based Learning by Design
The diversity of defining features coupled with the lack of a universally accepted
model or theory of Project-Based Learning has resulted in a great variety of PBL research
and development activities (Thomas, 2000; Condliffe, 2016;). In his review of literature,
Thomas, (2000) indicated that there is no universally accepted set of practices constituted
PBL, nor was there an agreed-upon distinction between PBL and other student-centered,
inquiry based approach. In addition to that, Condliffe, (2016) in her rigorous review on
PBL argues that there still no agreement on whether PBL design principles should
address the content of learning. Project-Based Learning and other inquiry-based student-
centered approached endured resistance and criticism from educators and administrators
who believe in the importance of students developing scientific content knowledge in
traditional subject areas (Condliffe, 2016). PBL now-a-days become increasingly popular
around the world because it emphasizes deeper learning and success skills.
Project-Based Learning (PBL) and Understanding by Design (UbD) both revolve
around an “Essential Question”, established goals are formal, long term goals, such as

31
state standards, district program goals, departmental objectives, and exit level outcomes.
It stimulates thought, to provoke inquiry and to spark more questions not just pat
answers. Deep and transferable understandings depend upon framing around the essential
questions (Wiggins & McTighe, 2005; Bell, 2010; Thomas, 2000; Condliffe, 2016).
Essential questions have to go to the heart of the problem or topic to be able to expand
the normal repertoire to make sure to put the learners in charge of their learning (Wiggins
& McTighe, 2005; Bell, 2010; Thomas, 2000; Condliffe, 2016). Well designed projects
can spark enthusiasm to students, leading to increased class participation. Research
conclude that for students to develop high-order thinking skills, they have to take part in
complex, meaningful projects that require sustained engagement, collaboration, research,
management of resources, and the development of a performance and product that require
them to apply their knowledge and skills to solve real-world problems (Condliffe, 2016).
Questions in implementing PBL revolve around the curriculum, students,
teachers, instruction, and assessment hold back PBL’s full potential in making a compete
paradigm shift of the educational arena. The following questions were adapted from
McTighe, (2016).
Curriculum: How will we teach academic, discipline-based standards
through a project-based curriculum? How will we plan projects-within and
across the grades- to insure a coherent learning experience for students?
How will we systematically develop the understandings, skills and habits
of the mind that will students need to succeed with PBL? How will we
avoid “project overload” for students, parents, and teachers?

32
Students: What understandings, skills and habits of mind will students
need to be able to effectively succeed with PBL?
Teachers: What skills will teachers need to effectively facilitate PBL?
What professional developments and on-going support will staff need for
PBL?
Instruction: In what ways will instruction need to change as we move to
PBL?
Assessment: How will we develop a coherent assessment system aligned
to our mission and academic outcomes? What observable indicators will
show achievement of desired learner outcomes in the short term and in the
long run? How will we assess growth in the 21st
century skills and habits
of mind needed for the successful project work?
Although there are still tantamount of follow-up questions to be considered,
addressing these primary concerns is integral in the success of PBL. Understanding by
Design has three stages: Stage 1 Desired results; Stage 2 Assessment evidences; Stage 3
Teaching and learning process. In integrating the PBL approach, the Desired results will
focus on teaching for understanding while developing self directed 21st
century skills
(e.g., 4Cs-critical thinking, collaboration, creativity, communication using the “big ideas”
so that students can transfer their learning to new situations. Projects are generally
interdisciplinary in nature, but may be applied in a specific subject area. Knowledge and
skills are seen as the “means to larger ends”. The assessment evidences are obtained

33
through authentic products and performances developed in conjunction with the projects.
Requires high-order thinking and transfer applications. Multiple rubrics are used to assess
the various facets of the project. Evaluation may be done by authentic audiences and may
be more personalized. Student self-assessment is emphasized. In the teaching and
learning process, teachers serve primarily as facilitators of the “meaning making” of the
students in doing their project work. Some direct instruction and modeling is provided as
needed. On-going assessment and project monitoring is needed. This is what
Understanding by Design PBL approach look like (McTighe, 2016).
Table 3. UbD-PBL Unit Plan Template
Content Standards
Goal (s):
What student outcomes do we seek as a result of this project:
- disciplinary outcomes? – transdisciplinary outcomes?
What understandings will students need
for these outcomes to be realized?
-What essential
questions will
support the
development of
desired
understandings?
-What essential
questions will
guide the
project?
Knowledge
Skills
What knowledge and skills will students
need to successfully complete the
project?

34
Goal Evaluative Criteria:
- How will students demonstrate their learning for this
project?
- By what criteria (success indicators) will student
performances and/or products be evaluated?
Role
Audience
Situation
Product/Performance
Standards
Other Evidence
Supplementary Evidence: What other assessment evidences will we collect (e.g., to
assess skills and knowledge)?
-What instruction will be needed to develop the needed understandings, knowledge
and skills?
-What differentiated instruction may be needed to support all students?
CHAPTER III
METHODOLOGY
General statement of the problem
This action research revolves around the researcher’s deep concern about the
students’ achievement in science, attitude, behavior in the classroom and their overall
academic growth. The researcher wants to give students an opportunity to learn in a way
that could change their point of view on learning. The main purpose of this study is to
discover the effects of Project-Based Learning approach using Understanding by Design
framework in the achievement and attitudes of grade 6 students in Sta. Quiteria
Elementary school in science. In this section, the researcher will discuss the treatment

35
that was implemented, the class demographics, the instrumentation that was used in the
action research, the process of data collection and analysis techniques, and how the
purpose of this study was achieved. This study is of crucial importance as it investigates
what contributions the implementation of Project-Based Learning had on students’
achievement in Science and the effectiveness of Understanding by Design as framework
for PBL approach.
Specific questions
In this action research the reseracher asked the following questions:
1. Is there a difference in the science achievement between Group A and Group B
before the treatment?
2. Is there a difference in the science achievement between Group A and Group B
after the treatment?
3. What is the overall effect of the intervention in students’ attitudes?
Subjects
The results of the diagnostic test were integral in choosing the participants in this
study. Section Garnet and Gold were at the bottom of the list of the diagnostic test
administered which the researcher deemed important in seeing the overall effects of PBL
using the UbD framework in increasing student achievement in science. Section Gold is
made up of 21 boys and 23 girls. All 44 students have low SES and 11 are beneficiaries

36
of the Pantawid Pamilyang Pilipino Program or 4P’s, a government program that grants
conditional allowances for the indigent families within the school community to be able
to send their children to school. Section Garnet is made up of 25 boys and 21 girls. The
same as section Gold, all 46 students have low SES and 9 of them are beneficiaries of
4P’s. The participants were divided into two groups where section Gold (Group A) and
section Garnet (Group B).
Setting
The participants were 6th
grade students from Sta. Quiteria Elementary school in
Caloocan city. The Schools Division of Caloocan is composed of seven districts with 54
elementary schools and 33 high schools. Sta. Quiteria elementary school is a member of
the Tanque district in south Caloocan with seven schools. Among the seven schools, Sta.
Quiteria Elementary school is second in terms of population with 3,712 students and 95
teachers with permanent item for the school year 2017-2018.
Instruments and data gathering procedure
The researcher used the Action Research model to answer the research questions
and also to gain better understanding about his professional practice. Action Research is a
research methodology designed to have subjects, in particular teachers, to investigate an
element of a particular activity with the aim of determining whether the changes can
produce effective and positive improvement, especially student learning. Action research

37
is process through which teachers apply a scholarly paradigm which results for
continuous advancement in the teaching and learning process while also gaining a deeper
understanding of educational situations and context. (Young, M., Rapp, E., & Murphy, J.,
2010).
Action research is considered an iterative or cyclical process involving multiple
cycles. The major steps of planning, action, observation, and reflection are the first cycle
moves which are then used to revise the process in the next process (Young, et al. 2010).
The iterative action research cycle begins with the teacher researcher identifying the
problem and deciding on the focus of the inquiry and creating a (Plan). The (Action) are
the activities implemented in the classroom which are then recorded and (Observed) by
the teacher researcher. The data collected will then critically, individually and
collaboratively reflected upon that will lead to (Revising) the plan to create some more
effective classroom activities (Young, M., Rapp, E., & Murphy, J., 2010).
The K-12 second quarter units on Parts and Functions of the Human Body
Systems and Animals was designed to be taught in conjunction with the more traditional
curriculum. Project-Based Learning in Understanding by Design framework was used in
teaching section Gold (Group A) the units on body systems and animal. Section Garnet
(Group B) on the other hand was taught using a more traditional didactic teaching which
focuses on lecturing and rote memory skills. At the beginning of each unit, the teacher
researcher gave the students the “Driving Problem/Question” which was the kick-off of
the project. The teacher researcher gave the students the templates of the project proposal
which they will submit after two weeks. The idea is to give the students time to acquire
information which will give them some idea on how they are going to formulate their

38
proposals. The students are given the freedom to create whatever project they can come
up so solve the driving problem/question. The students are asked to research whatever
they think will help them build their proposed project. The students are guided with their
“Project Design Student Learning Guide” and the “Project Rubric” that the teacher
researcher gave them before the submission of their project proposal. In that way, the
students will know already what are the competencies they need to acquire on the entire
quarter and for the project to be bounded by the learning outcomes in the guide.
Moreover, for the students to know what are the things they have to improve in their
project and the things they have to eliminate. The rubric will also give them the glimpse
on how the teacher will grade them at the end of the project making process (Wolf and
Stevens, 2007). The body systems unit was a four-week unit while the unit on animals
was a two-week unit. The curriculum plan together with the essential questions are shown
in (table 4).
Table 4. Action Plan with Essential Questions
Quarter
: 2
Domain: Living things and Their Environment
Unit: I Parts and Function
Essential Question: How can I make my loved ones who have heart, lung, brain,
stomach, muscle, skin, and bone ailments feel better?
1. Human Body System
Learning Competency:
Explain how the organs of each organ system work together S6LT-IIa-b-1
Day 1 Day 2 Day 3 Day 4 Day 5
Week 1 Identify
and
describe
the
functions
Describe
how the
organs of
Musculo-
Skeletal
• Identify
and
describe
the
functions
• Identify
and
describe
the
function
SUMMA
TIVE
TEST

39
of the
organs of
Musculo-
Skeletal
System
System
work
together
of the
organs of
Integume
ntary
System
• Describe
how the
organs of
Integume
ntary
System
work
together
s of the
organs
of
Digestiv
e
System
• Describ
e how
the
organs
of
Digestiv
e
System
work
together
Week 2 • Identif
y and
describ
e the
functio
ns of
the
organs
of
Respir
atory
System
• Descri
be how
the
organs
of
Respir
atory
System
work
togethe
r
• Identify
and
describe
the
functions
of the
organs of
Circulator
y System
• Describe
how the
organs of
Circulator
y
System
work
together
Identify and
describe the
functions of
the organs of
Nervous
System
Describe
how the
organs of
Nervous
System
work
together
SUMMA
TIVE
TEST
Learning Competency:
Explain how the different organ systems work together S6LT-IIc-d-
2

40
Week 3 Describe how Musculo-
skeletal and
Integumentary System
work together
Describe how the organs of
the Digestive, Respiratory
and Circulatory Systems
work together
SUMMA
TIVE
TEST
Week 4 Describe
how the
nervous
and
integumen
tary
systems
work
together
Describe
how the
nervous
system
controls all
the organ
systems of
the body
Discuss
healthful
habits that
promote
proper
functioning
of all the
organs
systems in
the body
Make a
chart
showing
healthful
habits that
promote
proper
functioning
of all the
organs
systems in
the body
SUMMA
TIVE
TEST
Unit II Animals
Essential Question: Since we re living in an urban area, how can we make a self-
sustaining source of food/ income using our knowledge in animals, plants and
ecosystem?
Learning Competency: Determine the Distinguishing Characteristics of
Vertebrates and Invertebrates S6MT-IIe-f-3
Week 5 Describe
the
characteris
tics of
vertebrate
s and
invertebrat
es.
Describe the
characteristic
s of
mammals
and birds
Describe the
characteristic
s of reptiles,
amphibians,
and fishes
Classify vertebrates into
mammals, birds, reptiles,
amphibians, and fishes
Week 6 Describe
the
characteris
tics of the
following
groups of
invertebrat
es:
-insects
and
spiders
Describe the
characteristic
s of the
following
groups of
invertebrates:
-worms ,
shellfish and
snail
Classify invertebrates into
insects, spiders, worms,
shellfish and snail
Make an
inventory
of
vertebrate
s and
invertebrat
es that are
commonly
seen in the
communit
y

41
• Localiz
e the
terms
dependi
ng on
the
availabl
e
resourc
es
Practice
ways of
caring and
protecting
these
animals
Instrumentation
To answer the research questions and to better understand the overall impact of
Project-Based Learning using Understanding by Design framework, the researcher
collected and analyzed both quantitative and qualitative data. The researcher used the
mixed method to be able to triangulate the data to have multiple viewpoints which
increased the credibility and validity of the results (Yeasmin & Rahman, 2012).
According to Mertens & Hesse-Biber (2012), data both quantitative and qualitative can
be mixed in illustrating a more complete understanding of the phenomenon being studied.
The triangulating data collection method includes pre test and post test, Student survey
questionnaire, teacher journal, student interview and Class Dojo software program.
Quantitative analysis using SPSS were used to analyze the test scores and the survey
data. Qualitative analysis methods used were coding and identification of emergent
themes. The researcher utilized the triangulation process the study as means of achieving
greater validity of the research data.
The diagnostic test served as the pre test to identify the participants in the study
and the data also served as means in identifying whether the the groups are of the same

42
level of intelligence in science. The second quarterly exam served as the post test that
gauged the effectiveness of the treatment on Group A.
The student survey is a Likert scale questionnaire adapted from the study of
(Redmond, 2014) on the effects of project-based learning on students’ achievement on a
fourth grade classroom. The survey was administered on both groups after UbD-PBL
units to track students’ opinions of science class and motivation towards science learning.
The survey also has open-ended questions to allow me a better understanding of their
views. Given that Group A and Group B had the lowest achievement in the diagnostic
test, the researcher allowed them to answer the open-ended questions using Filipino. In
that way, they were able to genuinely express themselves on what they feel towards the
science class. Student interviews were also conducted in small groups in Group A to see
their perspectives about the unit projects.
The journal helped the researcher record observations, analyze experiences, and
reflect on my practice and other things happening in the classroom. Keeping a teaching
journal gives space to generate ideas, workout pedagogical problems, and reflect success
and struggle in the classroom (Redmond, 2014). The journal is important in the study
because this where the researcher write down the concerns of the students during the PBL
experience. The journal also helpful in monitoring the skills being shown during class
activities.
Class Dojo a software application was used as a data collection tool to collect
positive and negative behaviors of the students during science class. Students are
awarded positive points when they exhibit excellence in the classroom and negative
points for behaviors not conductive to a learning environment. Class Dojo can also

43
connect to their parents and view students progress in school in terms of class
participation and activities. However, in the context of the parents of public school
students most of them are incapable using such technology and have a very little time
connecting to the web. In this study, Class Dojo was used mainly to help the researcher
record and reward student positive behavior in science class. Class Dojo was used
consistently on both groups throughout the quarter to be able to observe behavioral
patterns between the groups (see Figures 4 and 5).
Figure 4. Class Dojo positive responses points

44
Figure 5. Class Dojo negative responses points
CHAPTER IV
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
In this section, data both quantitative and qualitative were rigorously examined.
The researcher made sure that the data in the study adheres to action research
methodology. The data allowed the researcher to visualize differences between the two
groups and provided insights to the research questions that allowed the researcher to draw
conclusions from this action research.

45
DISCUSSION OF RESULTS
Student Achievement
The focal point of this action research is to find out the impact of Project-Based
Learning method using Understanding by Design as its framework on student
achievement in the science classroom. Two groups having the same achievement in the
diagnostic examination at the beginning of the school year participated in the study. To
determine whether or not the scores of the groups are the same and to answer the first and
second research questions, the scores were calculated using the IBM SPSS (version 24)
software package. Upon the initial glance, Group A (Gold) and Group B (Garnet) have an
almost identical mean (see Table 5). Looking at the standard deviation, Group A has a
more spread out scores with 5.469 compare with 3.725 of Group B. The standard
deviation of the two groups are statistically different according to Levene’s test for
equality of variance with a p value of .000 which is less than .05. The study used the
independent samples t-test to determine if there is a statistical difference between the
mean scores of the two groups in the diagnostic test (see Table 6). In Table 6 we can see
that the p value in the sig. column is .860 which is greater than .05 which means that the
mean scores of the two groups are not statistically significantly different.

46
Table 5. Diagnostic Test Mean Scores
Table 6. Independent Samples T-Test of Diagnostic Test Results
Two groups were taught the same lessons for six weeks. Group A (Gold) was
taught using Project-Based Learning in Understanding by Design framework while
Group B (Garnet) was taught using a more traditional model of teaching focusing on
lecturing and rote memory skills. Same formative tests were given on both groups
however, formative assessments in Group A includes mentoring where students are open
for questions regarding the points of the lessons where they find difficult. The teacher
gives time for the students to clarify some concepts among themselves which helps them
communicate well during the project making process. After the intervention, both groups
took the second periodical exam. Independent samples t-test was used to determine

47
whether or not the means of their scores are statistically significantly different. As seen in
Table 7, there is a large difference on the mean scores of the two groups, Group A 35.89
while Group B 21.87. The independent samples t-test revealed that the mean scores of the
two groups are statistically significantly different having a p value of .000 less than .05
with 88 degrees of freedom.
Table 7. Second Periodical Test Mean Scores
Table 8. Independent Sample T-Test of Second Periodical Test Results
After analyzing the data from the posttest, the researcher examined the level of
proficiency of both group at the end of the quarter. The Department of Education, under
the guidelines on the assessment and rating of learning outcomes under the K-12 basic

48
education curriculum mandates that the attainment of learning outcomes shall be the basis
for the quality assurance of learning using formative assessments. The results of the
formative assessments shall be the basis of the summative assessments and shall be the
basis for grading at the end of the quarter. The guidelines defined the learning outcomes
by level: knowledge; process or skill; understanding; and products and performances. The
aforementioned levels shall be the outcomes reflected in the class record and shall be
given corresponding percentage: knowledge 15%; process or skill 25%; understandings
30%, and products/performances 30%. The K-12 guidelines on the standards-based
assessments focuses on the holistic, with emphasis on the formative or developmental
purpose of quality assuring of student learning.
The performance of students shall be described in the report card, based on the
following levels of proficiency (DepEd Order No. 73, s. 2012): Beginning (B)- the
student at this level struggles with his/her understanding; prerequisite and fundamental
knowledge and skills have not been acquired or developed adequately to aid
understanding; Developing (D)- the student at this level possesses the minimum
knowledge and skills and core understandings, but needs help throughout the
performance of authentic tasks; Approaching Proficiency (AP)- the student at this level
has developed the fundamental knowledge and skills and core understandings and , with
little guidance from the teacher or with some assistance from peers, can transfer these
understandings through authentic performance tasks; Proficient (P)- the students at this
level developed the fundamental knowledge and skills and core understandings, and can
transfer them independently through authentic performance tasks; Advanced (A)-the
student at this level exceeds the core requirements in terms of knowledge, skill and

49
Level of Proficiency Equivalent N=46 %
Beginning 74-and below 3 6.5%
Developing 75-79 32 69.6%
Approaching Proficiency 80-84 10 21.7%
Proficient 85-89 1 2.2%
Advanced 90 and above 0 0%
Level of Proficiency Equivalent N=44 %
Beginning 74-and below 0 0%
Developing 75-79 15 34%
Approaching Proficiency 80-84 22 50%
Proficient 85-89 7 16%
Advanced 90 and above 0 0%
understandings, and can transfer them automatically and flexibly through authentic
performance tasks. Appendix I shows the sample class record containing the computation
of the students’ proficiency level. Paper and pencil tests does not measure the large chunk
of student achievement. Authentic performances/ outputs and understandings are the key
indicators of student achievement in any subject. Table 9 is the summary of the
proficiency level attained by Group A in the second quarter after the implementation of
PBL.
Table 9. Summary of Proficiency Level (Group A)
Table 10. Summary of Proficiency Level (Group B)

50
Group A underwent the PBL units on human systems and animals. Authentic
performance tasks were given to reflect their understandings and transfer skills.
Performances/ outputs and understandings were the key elements for achieving higher
proficiency level at the end of the second quarter. Looking at the table, 22 students which
is 50% of the class in Group A are already in the Approaching Proficiency level compare
with 10 students which is 21.7% of the class in Group B. Seven students which is 16% of
the class in Group A are already in the proficient level. Students developed fundamental
knowledge and skills and core understandings, and can transfer them through authentic
tasks. Group B students on the other hand only had 1 student which is only 2.2% of the
class. Compare with 15 students which is 34% of the class in Group A, 32 students which
is 69.6% of the students in Group B are still in the Developing level. The students still do
not possess the fundamental knowledge and skills and have not been acquired or
developed adequately to aid understanding. Furthermore, 3 students which is 6.5% of the
class in Group B whose proficiency level is Beginning (B) will be required to undergo
remediation after class hours so that they can immediately catch up as they move to the
next grading period. However, if by the end of the school year, the students are still at the
Beginning (B) level, then they shall be required to take summer classes.
Student Attitudes
The variety of data collection methods helped the researcher solidify the data
analysis and answer the third research question. After the two units, the teacher
researcher measured the students’ motivation toward the science class using a survey

51
General Opinion
Mean Number of
Responses %
Strongly Disagree 0.2 0%
Disagree 5.8 13%
Neutral 7.2 16%
Agree 18.4 40%
Strongly Agree 14.4 31%
Total 46 100%
General Opinion
Mean Number of
Responses %
Strongly Disagree 0.3 1%
Disagree 0.4 1%
Neutral 1.4 3%
Agree 10.9 25%
Strongly Agree 30.8 70%
Total 44 100%
questionnaire to be able to have a clearer picture of how the students felt about the
subject, learning preferences, and school. The study used Google Forms and Microsoft
Excel in analyzing the survey data of the two groups. As seen in Tables 11 and 12, the
mean responses of Group A are relatively pointing towards the positive side “agree” and
“strongly agree” which indicate a higher motivation level of the group. Ninety-five
percent of the students in Group A showed positive attitudes towards science compare
with 71% in group B. Moreover, Group B shows more scattered responses compared
with Group A.
Table 11. Summary of the survey responses (Group A)
Table 12. Summary of the survey responses (Group B)

52
Questions 2, 4, 9, and 15 were closely observed since they specifically focus on
student motivation. Table 13 shows the percent of students of the two groups selecting a
specific answer on the motivation questions. It is imperative to know the students’
motivation towards science because it stimulates and maintains a positive attitude toward
the subject (Andressa, 2015). The percentages exhibit that students on both groups want
to come to school however, students in Group A are more motivated to work in their
science class that can explain their higher achievement in the second periodical test.
Overall, the motivation percentages of Group A are evidently higher than Group B (see
Appendix D). In the open-ended part of the survey, most of the answers of Group A and
Group B tell about their enjoyment during science activities. One of the students wrote;
“The thing that I really like about science time is the activity part. I like doing projects
with friends.”. Some of them like science because they want to learn more things about
their surroundings, a student wrote; “I love science class because I can now understand
the things happening around me”. On the other hand, most of the students in Group A
dislike science class because of the amount of terminologies that they have to memorize
and understand, whereas in Group B, they dislike science because they find lectures
boring. Both groups came up with the same responses that agrees on students doing
projects together. Most of their responses tell that in order for the project to be
accomplished on time, they need to work together. They also argued that doing projects
together not only lightens the workload but also the expenses their parents need to
provide.

53
Table 13. Student Survey Responses
Group
A
(N=44)
Group
B
(N=46)
2. I come to school because I want to learn new things
Strongly Disagree 0% 0%
Disagree 2% 2%
Neutral 2% 0%
Agree 7% 48%
Strongly Agree 88% 50%
4. I like to participate and share my ideas in class
Disagree 0% 24%
Neutral 0% 20%
Agree 30% 48%
9. I am motivated to work hard in science
Disagree 0% 26%
Neutral 0% 20%
Agree 21% 33%
15. I enjoy finding solutions to problems in science
Disagree 2% 20%
Neutral 5% 28%
Agree 28% 37%
Teacher Journal
The teacher journal helped the teacher researcher in determining some students’
behavioral patterns as well as the adaptation of the students who underwent the
intervention. Using the notes, the teacher researcher was able to reflect on his own
personal practice as a teacher and was able to adjust strategies based on the needs of the
students. The teacher researcher maintained a journal a throughout the PBL-UbD
experience. The researcher recorded a cumulative observation and thoughts several times
a week to avoid over-thinking or editing the journal. After the PBL experience, the

54
researcher recorded 15 handwritten pages of observations. As the researcher read the data
from the journal, he noticed drastic changes in the attitudes of the PBL students; from
inattentive to attentive, from unattached to engaged, and from unconcerned to concern.
The journey of Group A in adapting to a PBL classroom was never easy. Formative
assessments and focus groups was the key in reinforcing PBL in Group A. Another
overarching theme that came out was the use of technology. Since there were a lot or
researches needed to come up with a good PBL project, students learned how to
maximize the use of the internet. Sample pages from the original journal can be found in
Appendix E.
Interview
After the Project-Based Learning Experience, the researcher interviewed five
students from Group A. Student interviews were transcribed and coded using emergent
codes to look for common responses and trends among student responses. The objective
of the interview is to solicit information about what students felt about their projects,
before, during, and after the Project-Based Learning experience. The interview also
added dimension to the data which helped the researcher reinforce the data analysis.
Considering that these students are just 6th
graders, the researcher just made four simple
interview questions:
1. How do you feel now about our science class?
2. What are the things that make science difficult for you?

55
3. Do you think science is important? Why?
4. What did you feel after accomplishing your project?
For the students to be able to express themselves well during the interview and to
extract authentic responses, the teacher researcher let them answer in Filipino. The
researcher translated their responses as he jotted in the transcript. Here is an example of a
response from one of the interviewees (see Figure 6).
Figure 6. Student Interview responses sample
The answers in questions 1, 2, 3 got quite identical responses. In question 4 two
strands of answers came about. The first one is that they felt happy and accomplished
because the project is finally over and they were able to follow the all the instructions
given. Second is that they felt happy because the project was challenging and it was the

56
first time they did such a meaningful project. It is evident that some students found the
project meaningful and the sadness that they felt which is a negative emotion is actually a
sign of a positive effect towards their attitude in handling responsibilities. In the unit on
animals, the essential question was “Since we are living in an urban area, how can we
make a self-sustaining source of food/ income using our knowledge in animals, plants
and ecosystem?”. The students came up with a poultry farm as a project proposal (see
Appendix F). Using their knowledge in research they were able to integrate the lessons
on plants wherein they used dried Malunggay leaves (Moringa Oleifera) as chicken feeds.
They carefully and patiently worked on their project for four weeks and successfully
attained their objectives. The reason why they felt sadness during the final stretch of the
project is because of the fact that they had to let go of the chickens they took care for four
months.
Class Dojo
Noting behavioral patterns of all the students would be difficult without the use of
the internet application called Class Dojo. Going around the class of 40 plus students and
noting each behavioral change whether it is positive or negative became easier. The
teacher can also modify the positive and negative behavior icons based on his observation
in the class and designate points that corresponds the behavior (see Figures 4 and 5). All
throughout the PBL experience, the researcher monitored and recorded the positive and
negative attitudes the two groups exhibited (see Figure 7). The total number of positive
points Group A received was 743 while only 488 for the Group B. One of the main

57
0
100
200
300
400
500
600
700
800
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 TOTAL
CLASS
POINTS
Class Dojo
GROUP A Positive GROUP A Negative GROUP B Positive GROUP B Negative
reasons why Group B received less positive points than Group A is because Group A had
more activities and hence, more chances to show positive behavior like “collaboration”
and “helping others”. The negative points accumulated by Group A was 57 compare with
98 in Group B.
Figure 7. Group A and Group B Class Dojo points
Based on the data from the points in the Class Dojo, the researcher concluded that
PBL did impact positive behavior in the classroom. At first, students in Group A only
show positive attitudes to get the points, however, as they imbibe PBL during science
class, doing positive attitudes such as being “on task”, “participating” and “helping
others” slowly becoming more natural. Darwin is a male student in Group A who
happened to be a problem student. Absenteeism and tardiness are the two things that
highly affect his academic achievement specially in science. Because of his absences he

58
cannot keep up with the lessons that causes his mischievous behavior in class. Using the
Class Dojo application, the researcher was able to monitor the positive changes in his
behavior all throughout the PBL-UbD experience. In Figure 8, it is shown that he has 24
positive points and a more comprehensive report of his points can be found on Table 11.
His positive points increase while his negative points decrease as the PBL experience
progress. Darwin enjoyed the activities that resulted several positive changes not only his
attendance improved drastically, but also his class participation grew. The researcher also
discovered that he likes to draw that is why during group activities he is the one doing his
group’s illustrations.
Figure 8. Darwin’s Class Dojo points

59
Positive 3 5 5 7 5 7 32
Negative 4 2 1 1 0 0 8
24
Darwin
Table 14. Darwin’s positive and negative points
CONCLUSION
The researcher perceived some challenges during the entire Project-Based
Learning using Understanding by Design as framework experience The challenges the
teacher researcher perceived to be most challenging when implementing PBL were;
meeting all the testing accountability requirements, time to implement, implementing the
project following the schedule given by the Department of Education, fitting all the
standards, and designing the project. According to the literature Project-Based Learning
addresses the 21st
century competencies which are; productivity and accountability, social
and cross-cultural skills, creativity and innovation, critical thinking and problem solving,
communication and collaboration, information, communication and technology literacy,
flexibility and adaptability, initiative and self-direction, and leadership and responsibility.
Among the aforementioned competencies, productivity and accountability and social and
cross-cultural skills were least observed during the PBL experience. During group
activities, group leaders are often complaining about some of their group mates who were
not able to do a certain task given to them. Monitoring who did “what” is an
accountability concerning groups during the PBL experience. The teacher researcher also
did not observe cross-cultural understanding skill because the students are of the same
culture grew on the same socio economic environment.

60
On the basis of the findings on the diagnostic test and the second periodical test, it
clearly shows that Project-Based Learning using Understanding by Design as framework
is a more effective teaching method for teaching science in the grade 6 level as reflected
through the difference of the academic achievement scores between Group A (Gold) and
Group B (Garnet). This action research revealed that students carrying out PBL activities
had significantly higher achievement than those who continue a more traditional routine
teaching in science classes. Project-Based Learning does not only increase academic
achievement. Students who underwent PBL experience showcased positive attitudes
towards learning science. Looking at the data coming from the survey, the students who
underwent PBL are more motivated to go to science classes and are able to see science
subject as relevant. Students under PBL also perceive the importance of critical thinking
and communication during group work. The data in the interview, teacher journal, and
Class Dojo revealed that students enjoy collaborating with each other and learn more
when engaged in authentic work. Among the 21st
century competencies, productivity and
accountability and social and cross-cultural skills were least observed during the PBL
experience.
RECOMMENDATION
Project-Based learning is a method that requires a lot of time from the teacher. To
be able to craft a meaningful project the teacher has to make sure that the plan is student
centered, came from a real-world problem, interdisciplinary, that will require
collaboration, and should come up with an end product. Improving the academic

61
achievement in science is no easy task, that is why teachers need to shift from a didactic
to authentic type of teaching. The results of the study have the potential to guide the
design of teachers’ professional development on the implementation of Project-Based
learning. Project-based learning method is suited with diverse learners. It enables the
teachers to hone not only the skill in science that the students need to acquire, but more
importantly, the 21st
century skills such as critical thinking, collaborating, creativity,
computer literacy, and cross cultural understanding. Teacher preparedness in doing a
“grassroots” method of teaching such as PBL is an integral part of the success in
implementing such an innovative learning program. Incorporating the study of PBL in the
undergraduate programs for our future educators will be a great start. The study proved
the effectiveness of PBL in increasing the academic achievement in Science. Further
investigation is needed to see the potential of PBL in other subject areas, 21st
century
skills acquisition, and student perception to determine the long-term viability of the
approach.

62
REFERENCES
Almasaeid, T. (2017). The impact of using understanding by design (UbD) on 8th
grade students’ achievement in science. European Scientific Journal.
Vol 13. (4). 30315https://eujournal.org/index.php/esj/article/view/8853
Altun Yalcin, S., Turgut, U., & Buyukkasap, E., (2009), The effect of project-based
learning on science undegraduates’ learning of electricity, attitude towards
physics and scientific process skills, International Online Journal of
Educational Sciences, 1 (1), 82-106
http://journaldatabase.info/download/pdf/effect_project_based_learning_on
Andressa, H., Mavrikaki, E., & Dermitzaki, I. (2015), Adapatation of the students’
motivation towards science learning questionnaire to measure students
motivation towards biology learning. International Journal of Biology Education.
Vol. 4, Issue 2, 78-93,
http://dergipark.ulakbim.gov.tr/ijobed/article/download/5000163650/5000147650,
http://dergipark.ulakbim.gov.tr/ijobed/article/view/5000163650/50001476
Anwaruddin, S. (2013). Understanding by design: EFL teachers’ perception. Asian
EFL Journal Press. retrieved from http:/www.asian-efl-journal.com
Barron, B. & Darling-Hammond (2008), Teaching for meaningful learning: A review
of research on inquiry-based and cooperative learning, 2-15, retrieved from
https://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful
learning.pdf
Bartscher, K., Gould, B., Nutter, S., (1995), Increasing student motivation through
project-based learning, Saint Xavier University & IRI Skylight,
https://eric.ed.gov/?id=ED392549
Bell, S., (2010). Project-based learning for the 21st
century: Skills for the future. The
Clearing House, 83: 39-43https://eric.ed.gov/?id=EJ872047
Cakici, Y., Turkmen, N., (2013), An investigation of the effect of project-based
learning approach on childrens’ achievement and attitude in science, The Online
Journal of Science and Technology, Vol.3, Issue 2, 9-17
https://www.tojsat.net/journals/tojsat/articles/v03i02/v03i02-02.pdf

63
Cervantes, B., Hemmer, L., & Kauzekanani, K., (2015), The impact of project-based
learning on minority student achievement: Implication fro school redesign,
National Council of Professors of Educational Administration, Vol. 2, (2)
https://files.eric.ed.gov/fulltext/EJ1105713.pdf
Chiang, C. L., Lee, H., (2016), The effect of project-based learning on learning
motivation and problem-solving ability of vocational high school students,
International Journal of Information and Educational Technology, Vol. 6, No.
9, 709-712, DOI:10.7763/IJIET.2016.V6.779
Condliffe, B. (2016), Project-based learning: A literature review, Lucas Education
Research, retrieved from https://s3-us-west
1.amazonaws.com/ler/MDRC+PBL+Literature+Review.pdf
Dewey, J. (1938), Experience and education, Kappa Delta Pi, USA,
https://archive.org/details/ExperienceAndEducation
Educational Technology Division, (2006), Ministry of Education Communications
and Training Sector Smart Pesiaran Bukit Kiara 50604 Kuala Lumpur Malaysia,
retrieved from:
https://sekolah21.files.wordpress.com/2010/05/project-based-learning-
handbook.pdf
Erdem, E., (2012), Examination of the effects of project-based learning approach on
students’attitudes towards chemistry and test anxiety, World Applied Sciences
Journal, IDOSI Publications, 17 (6), 764-769,
https://www.idosi.org/wasj/wasj17(6)12/15.pdf
Ergul, R. N., & Kargin, E. K., (2013), The effect of project-based learning on
students’ science success, Procedia Social and Behavioral Sciences, 136, 537-
541, doi:10.1016/j.sbspro.2014.05.371
Grant, M. M., (2002), Getting a grip on project-based learning: Theory, cases and
recommendations, Meridian, A Middle School Computer Technologies Journal,
Vol. 5,Issue 1, http://www.ncsu.edu/meridian/win2002/514/3.html
Halvorsen, A., Duke, N. k., Brugar, K., Block, M., Strachan, S., Berka, M., & Brown,
J., (2014), Narrowing the achievement gap in second-grade social studies and
content are literacy: The promise of a project-based approach, Education Policy
center, Michigan State University, 3-27

64
Harmer, N. & Strokes, A. (2014), The benefits and challenges of project-based
learning: A review of the literature, Pedagogical Research Institute and
Observatory (PedRIO), Plymouth University, 10-30,
https://www1.plymouth.ac.uk/research/pedrio/Documents/PedRIO%20Paper%20
6.pdf
Hodaeian, M. & Biria, R. (2015). The effect of backward design on intermediate EFL
learners’ L2 reading comprehension: Focusing on learners’ attitudes. Journal of
Applied Linguistics and Language Research. Vol. 2. (7). 80-93 www.jallr.ir
Holmes, L., (2012), The effects of project-based learning on 21st
skills no child left
behind http://ufdc.ufl.edu/UFE0044088/00001
Holubova, R. (2008), Effective teaching methods: Project-based learning in physics,
Faculty of Science, Palacy University Olomouc Svobody, Czech Republic, Vol. 5,
No. 49, http://files.eric.ed.gov/fulltext/ED504949.pdf
Iwamoto, I., Hargis, J., & Voung, K. (2016) : The effect of project-based learning on
student performance: An action research study, International Journal for the
Scholarship of Technology enhanced Learning, Vol. 2,(1), 24-42
http://ejournals.library.gatech.edu/ijsotel/index.php/ijsotel/article/view/5
Katz, L. G., & Chard, S. C. (1992). The project approach, retrieved from:
https://archive.org/stream/ERIC_ED340518/ERIC_ED340518_djvu.txt
Keller, E. (2012) Kids are natural-born scientists, retrieved from:
https://www.kidsdiscover.com/teacherresources/natural-born-scientists/
Khaliq, S., Alam, M. T., & Mushtaq, M., (2015). An experimental study to investigate
the effectiveness of project-based learning (PBL) for teaching science at
elementary level, International Journal of Academic Research in Progressive
Education and Development, Vol. 4, 43-55, Issue 1, DOI:10.6007/IJARPED/v4-
i1/1434 URL: http://dx.doi.org/10.6007/IJARPED/v4-i1/1434
Larmer, J., & Mergendoller, J. R. (2015). Why we changed our model of the “8
essential elements of PBL.” Buck Institute for Education. Retrieved from
www.bie.org.
Mayer, K. (2016). Students’ perceptions of the life skill development in project-based
learning schools, Journal of Educational Issues, Vol. 1, (1)
doi:10.5296/jei.v2i1.8933
Martin, D. J. (2002) Elementary science methods: A constructivist approach, (3rd
ed.),
Wadsworth Publishing Company, 14-50

65
Matthews, W. J. (2003), Constructivism in the classroom: Epistemology, history, and
empirical evidence, Teacher Education Quarterly, 51-64, retrieved from:
https://eric.ed.gov/?id=EJ852364
Mullis, I., Martin, M. O., Gonzales, E. J., & Chrostowski, S. J., (2004), TIMSS 2003
International Mathematics Report, International Association for the Evaluation of
Educational Achievement, Boston College,
https://timss.bc.edu/PDF/t03_download/T03INTLMATRPT.pdf
Ravitz, J., Hixson, N., English, M., & Mergendoller, J. (2012). Using project based
learning to teach 21st
century skills: Findings from a statewide initiative, 1-9.
Ramos, P. H., De La Paz, S., (2009), Learning history in middle school by designing
multimedia in a project-based learning experience, Journal of Research on
Technology in Education, International Society for Technology in Education,
151-173,
https://www.researchgate.net/publication/271672153_Learning_History_in_Midd
leSchool_by Designing_Multimedia_in_a_Project Based_Learning_Experience
Redmond, K. (2014), The effect of project-based learning on student achievement in a
fourth grade classroom, Montana University, Bozeman Montana
https://scholarworks.montana.edu/xmlui/bitstream/1/3587/1/RedmondK0814
Roth, W. M. ( 1990), Collaboration and constructivism in the science classroom,
Annual convention of the American Research Association, Boston,
https://eric.ed.gov/?id=ED318631
Schiller A. (2015). Understanding by design unit lesson plans for the next generation
science standards: Life science. Graduate Research Papers. 73.
http://scholarwork.uni.edu/grp/73
Sgro, S. & Freeman, S. (2008). Teaching critical thinking using understanding by
design. Agricultural and Biological Engineering Conference Proceedings and
Presentations http://lib.dr.iastate.edu/abe_eng_conf/224/
Tam, M. (2000), Constructivism, instructional design, and technology: Implications
for transforming distance learning, Educational Technology and Society, 3(2),50-
60, mtam@ln.edu.hk
Thomas, J. W. (2000), A review of research on project-based learning, The Autodesk
Foundation, California, http://www.bie.org/index.php/site/RE/pbl_research/29
Tumlos-Castillo, L. (2015). Initial evaluation of the understanding by design (UbD)

66
framework in writing learning modules. De La Salle University. retrieved
from:http://www.dlsu.edu.ph/conferences/dlsu_research_congress/2015/lli/LLI-I-
004.pdf
Tyler, R. (1949), Basic principles of curriculum instruction, Chicago Press, 30-45
UNESCO, (2010), Current challenges in basic science education, Education Sector
http://unesdoc.unesco.org/images/0019/001914/191425e.pdf
Vega, V. (2015), Project-based learning research review, retrieved from
https://www.edutopia.org/pbl-research-learning-outcomes
Vygotsky, L. (1978). Interaction between learning and development. In Gauvin 7
Cole (Eds) Readings on the Development of Children. New York, 34-40
http://www.psy.cmu.edu/~siegler/vygotsky78.pdf
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd
ed.) Alexandria,
VA: ASCD
Wiggins, G., & McTighe, J. (2011). Understanding by design: Creating quality units.
Alexandria, VA: ASCD
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student
learning. The Journal of Effective Teaching and Online Journal Devoted to
Teaching Excellence. Vol. 7, (1), 3-14
https://files.eric.ed.gov/fulltext/EJ1055646.pdf
Yurtseven, N. & Altun, S., (2015). Understanding by design (UbD) in EFL teaching:
The investigation of students’ foreign language learning motivation and views.
Journal of Education and Training Studies, Vol. 4. (3). 51
http://dx.doi.org/10.11114/jets.v4i3.1204

67
APPENDICES
APPENDIX A
UNIT OVERVIEW
Content Standards
Goal (s): A. Demonstrate understanding that organs that have related functions work
together to form an organ system.
ACTION GOALS
At the end of the unit, TSWBAT: Take care of loved ones who have heart, lung, brain, stomach,
muscle, skin, and bone ailments
-Body Systems: Parts and Functions
-Common ailments of the Body systems
-Healthful ways to prevent these
ailments
- How can I make my
loved ones who
have heart, lung,
brain, stomach,
muscle, skin, and
bone ailments feel
better?
-What are the
common ailments of
the body systems?
Knowledge
Skills
Knowledge: Students will know how to
-Explain how the different organ system
work together
-Identify and describe the parts and
functions of the organs of the Circulatory
System, Respiratory System, Nervous
System, Intergumentary System,
Musculoskeletal System.
Skills: Students will be skilled at
-Assessing symptoms of a particular ailment
-Using some basic medical tools such as:
Sphygmomanometer, Nebulizer,
Thermometer
-Making a chart showing healthful habits
that promote proper functioning of all the
organ systems in the body

68
-Identify the healthful habits that
promote proper functioning system in
the body
-Differentiate harmful from healthy
foods for each body system.
-Explain how certain foods may disrupt
proper functioning of a body system.
-Using their research skills (with guidance)
to find out healthful habits and healthy food
for the body systems
-Expressing their findings orally and in
writing.
Goal Develop a diet meal plans suited for people with ailments in
a. integumentary system
b. circulatory system
c. nervous system
d. respiratory system
e. skeletal system
f. digestive system
-Include scientific explanations why these sets of food good
for the specific body system.
-The meals can be a form of pamphlet or a blog site
-Make a pamphlet that will give information on the ailments
and ways to avoid it of a certain body system (e.g. circulatory
system)
-Submit a compilation of video clips of experts’/doctors’
advice to people who have ailments in a particular body
system.
Role
Audience
Situation
Product/Performance
Standards
Other Evidence
Research papers, seatwork/formative assessments, essays, debates, summative tests
-Collaborative Learning sessions
-Grouping of the students in such way that there are students good at:
Writing news articles
Web Designing
Researching
Public Relations
-Brainstorming on what kinds of food to include in the meal

69
Collaborative Learning sessions
-Brainstorming
-Grouping of the students in such way that there are students good at:
Writing news articles
Web Designing
Researching
Public Relations
-Symposium with an Expert
-Pre-assessment on knowledge and skills on the different body system (K-W-L) to assess
students’ prior knowledge and identify further student identified learning goal for the
unit
- Look for common misconceptions about the body systems and skill deficit
-Formative Assessments and informal feedback by the teacher as students tries to apply
skills learned in using medical devices such as Sphygmomanometer, Nebulizer, and
Thermometer.
-If possible: Conduct a symposium with a Doctor or Medicine Student
-Learning the parts of the body systems via direct instruction, concept formation, and
video illustrations
-Interpreting the healthful habits through Collaborative exercises.
-Role Playing
-Jigsaw
-Round Robin (sharing sessions)

70
APPENDIX B
SECOND QUARTER CURRICULUM PLAN

73
APPENDIX C
CLASS DOJO POSITIVE AND NEGATIVE POINTS
Positive 78 86 127 137 162 153 743
Negative 15 14 10 9 4 5 57
Positive 81 73 69 84 97 84 488
Negative 19 17 14 24 10 14 98
GROUP A
GROUP B

74
APPENDIX D
STUDENT QUESTIONNAIRE
Student Questionnaire Please do NOT put your name on this
Participation in this research is voluntary and participation or non-participation will not affect a
student’s grades or class standing in any way.
Answer the following opinion questions and statements about school and science class. This is a
survey to learn about your thoughts and feelings in science class. Please answer the questions
honestly; there are no correct answers on this survey. Circle the answer you want to choose.
1. I enjoy coming to school.
a) Strongly Disagree
b) Disagree
c) Neutral (no feeling)
d) Agree
e) Strongly Agree
2. I come to school because I want to learn new things
b) Disagree
d) Agree
e) Strongly Agree
3. I enjoy coming to science class
b) Disagree
d) Agree
e) Strongly Agree
4. I like to participate and share my ideas in class
b) Disagree
d) Agree
e) Strongly Agree
5. I like to listen to the ideas of other students in the class.
b) Disagree
d) Agree

75
e) e. Strongly Agree
6. I can learn from other students in the classroom
b) Disagree
d) Agree
e) Strongly Agree
7. I think I am capable to do independent work well
b) Disagree
d) Agree
e) Strongly Agree
8. I make sure to complete all my schoolwork
b) Disagree
d) Agree
e) Strongly Agree
9. I am motivated to work hard in science
b) Disagree
d) Agree
e) Strongly Agree
10. I ask questions to learn about new things
b) Disagree
d) Agree
e) Strongly Agree
11. I know what it means to use critical thinking
b) Disagree
d) Agree
e) Strongly Agree
12. I can use critical thinking to think about ideas that I learn in class
b) Disagree
d) Agree
e) Strongly Agree
13. When I don’t know something I try to figure it out myself

76
b) Disagree
d) Agree
e) Strongly Agree
14. I am good at solving problems in science
b) Disagree
d) Agree
e) Strongly Agree
15. I enjoy finding solutions to problems in science
b) Disagree
d) Agree
e) Strongly Agree
16. I enjoy working in small groups to complete work
b) Disagree
d) Agree
e) Strongly Agree
17. I know how to work well in a small group
b) Disagree
d) Agree
e) Strongly Agree
18. I learn more when I work with other students in the class
b) Disagree
d) Agree
e) Strongly Agree
19. What is one thing you like about science class?
________________________________________________________________________
________________________________________________________________________
20. What is one thing you do not like about science class?
________________________________________________________________________
________________________________________________________________________
21. Do you agree with the idea that students should work on projects together? Why?
________________________________________________________________________
________________________________________________________________________

77
APPENDIX E
TEACHER JOURNAL SAMPLE TRANSCRIPT

80
APPENDIX F
PROJECT PROPOSAL SAMPLE TRANSCRIPT

82
APPENDIX G
FINAL PRODUCT SAMPLE

83
SCIENCE PROJECT RUBRIC
GROUP:___________________________________________________________
PROJECT TITLE:______________________________________________________
ESSENTIAL QUESTION/S:________________________________________________
DURATION:__________________________________________________________
5- STELLAR 4-WELL DONE 3-MODERATE 2-LIMITED 1-I NEED HELP TOTAL
PROBLEM AND
HYPOTHESIS
Problem is
new, mean-
ingful, well
researched.
Hypothesis
is clearly
stated in the
"IF... THEN"
format.
Problem is
meaningful,
and well
researched.
Hypothesis
is clearly
stated.
Problem is
addressed
and
researched.
Hypothesis is
stated.
Problem is
somewhat
addressed
and some-
what
researched.
Hypothesis
is unclear.
Problem is
not stated
and
research is
unclear.
Hypothesis
is not
stated.
BACKGRAOUND
RESEARCH
Research is
thorough,
specific, has
many
examples.
All ideas are
clearly
explained.
History,
biology, and
pros and
cons are
fully
addressed.
Research
has many
specifics
and some
examples.
Most ideas
are
explained.
Student
mostly
addresses
the history,
biology,
and pros
and cons.
Research has
some
specifics and
a couple
examples.
Few ideas
are
explained.
Student
doesn’t
address all
areas:
history,
biology, and
pros and
cons.
Research
has little
specifics
and one
example.
Two or less
ideas are
explained.
Student
doesn’t
address all
areas:
history,
biology, and
pros and
cons.
Research
has no
specifics
and one
example.
No ideas
are
explained.
Student
doesn’t
address all
areas:
history,
biology, and
pros and
cons.
APPENDIX H
SCIENCE PROJECT RUBRIC

85
APPENDIX I
SAMPLE CLASS RECORD
Total
Quiz
Oral
Part
Periodical
Ave
15%
Wt
Ave
25%
Wt
Quiz
Oral
Participation
Oral
Participation
Ave
30%
Wt
Project
Portfoliio
Participation
in
Group
Homework
Ave
30%
Wt
100%
PL
BOYS 50 100 50 200 0 0 50 100 100 250 100 100 10 210
1 STUDENT A 33 80 34 73.5 #### 80 75 77.50 19.38 7 83 83 69.20 20.76 83 84 10 84.29 25.29 76 D
2 STUDENT B 27 75 33 67.5 #### 86 83 84.50 21.13 15 87 90 76.80 23.04 83 85 10 84.76 25.43 80 AP
3 STUDENT C 21 80 39 70 #### 83 84 83.50 20.88 21 80 81 72.80 21.84 83 80 10 82.38 24.71 78 D
4 STUDENT D 22 80 41 71.5 #### 88 82 85.00 21.25 18 80 90 75.20 22.56 82 86 8 83.81 25.14 80 AP
5 STUDENT E 14 75 27 58 8.70 84 86 85.00 21.25 15 84 87 74.40 22.32 87 90 9 88.57 26.57 79 D
6 STUDENT F 25 80 38 71.5 #### 98 88 93.00 23.25 23 80 70 69.20 20.76 88 86 10 87.62 26.29 81 AP
7 STUDENT G 25 75 37 68.5 #### 83 86 84.50 21.13 15 85 90 76.00 22.80 86 84 10 85.71 25.71 80 AP
8 STUDENT H 27 87 32 73 #### 82 87 84.50 21.13 15 87 70 68.80 20.64 87 84 9 85.71 25.71 78 D
9 STUDENT I 32 70 29 65.5 9.83 83 86 84.50 21.13 8 70 90 67.20 20.16 86 87 9 86.67 26.00 77 D
10 STUDENT J 31 70 37 69 #### 83 86 84.50 21.13 35 84 90 83.60 25.08 86 85 10 86.19 25.86 82 AP
Quiz/Oral
Part.
SECOND QUARTER SCIENCE 6-GOLD SY:2017-2018
Knowledge Process or Skills Understanding Product/Performance

AN ACTION RESEARCH ON PROJECT-BASED LEARNING AND UNDERSTANDING BY DESIGN AND THEIR EFFECTS ON THE SCIENCE ACHIEVEMENT AND ATTITUDE OF SCIENCE STUDENTS

More Related Content

Similar to AN ACTION RESEARCH ON PROJECT-BASED LEARNING AND UNDERSTANDING BY DESIGN AND THEIR EFFECTS ON THE SCIENCE ACHIEVEMENT AND ATTITUDE OF SCIENCE STUDENTS (20)

More from Heather Strinden (20)

Recently uploaded (20)

AN ACTION RESEARCH ON PROJECT-BASED LEARNING AND UNDERSTANDING BY DESIGN AND THEIR EFFECTS ON THE SCIENCE ACHIEVEMENT AND ATTITUDE OF SCIENCE STUDENTS