The Impact of Project-Based Learning as an Innovative Pedagogical Approach in Assessing Student Engagement

This descriptive study investigated the impact of Project-Based Learning (PjBL) on student engagement in four high schools in Prieto Diaz District, DepEd Sorsogon Province. The research focused on science teachers, selected through purposive sampling, to gather insights on PjBL's application, effectiveness, and challenges. Data were collected using a structured questionnaire, which covered the extent of PjBL utilization, its impact on student learning, effectiveness in engaging students, and the challenges teachers face in implementing PjBL. Statistical analysis using weighted means was employed to identify trends in teachers’ perceptions and guide recommendations for enhancing PjBL implementation.The findings revealed that PjBL was frequently used for activities such as experiments and presentations, and it is highly effective in assessing critical thinking, problem-solving, and real-world application skills. PjBL also significantly boosted student engagement by fostering collaboration, critical thinking, and independence. However, teachers faced challenges, including time constraints, difficulties in assessing diverse student abilities, and limited resources.The study concluded that while PjBL has a strong positive impact on student engagement, there is a need for greater teacher support, professional development, and resource allocation. It recommended the development of learning session guides to further enhance PjBL implementation in high school science subjects. The findings suggest that with improved support and resources, PjBL can be a more effective tool for promoting deeper student learning and engagement in science education.