Project-Based Learning Practices and Their Implications for Sustaining Pupils’ Motivation in Elementary Schools in Zamboanga Peninsula, Philippines

Abstract

Project-Based Learning (PBL) has emerged as a learner-centered instructional approach that promotes active engagement, critical thinking, collaboration, and meaningful learning experiences among pupils. This study examined the implementation of Project-Based Learning practices in public elementary schools in Zamboanga Peninsula, Philippines, and their influence on pupils’ motivation. Specifically, the study assessed PBL practices in terms of purposing, planning, executing, and evaluating as perceived by school administrators and teachers. A descriptive-comparative research design was employed involving 27 school administrators and 128 teachers selected from public elementary schools in the district. Data were collected using a researcher-developed questionnaire and analyzed using weighted mean, ranking, and t-test. Findings revealed that Project-Based Learning practices were highly implemented across all dimensions, with purposing and planning obtaining the highest ratings. Both school administrators and teachers perceived PBL as an effective strategy for enhancing learner participation, engagement, and motivation. Results further indicated no significant difference between the perceptions of administrators and teachers regarding the implementation of PBL practices. The study highlights the value of Project-Based Learning in fostering a motivating and learner-centered classroom environment that supports pupils’ academic engagement and skill development. It is recommended that school leaders and teachers strengthen the integration of Project-Based Learning through continuous professional development, collaborative planning, and systematic monitoring to sustain learners’ motivation and educational outcomes.