A Program to Strengthen Teachers’ Competency in Active Learning through Project-Based Learning under the Office of the Basic Education Commission
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Abstract
This research and development study aimed to develop a program to strengthen teachers’ competency in active learning through project-based learning. The research was conducted in four phases: 1) Preliminary study, including data collected from a sample of 353 teachers selected through stratified random sampling. In-depth interviews were also conducted with three experts selected through purposive sampling; 2) Program development and validation, in which the program was developed and validated by nine experts, also selected through purposive sampling; 3) Program implementation, in which the program was implemented on a voluntary basis with 30 teachers; and 4) Program evaluation, in which the program was evaluated by another group of 30 teachers, selected through purposive sampling. The research instruments included: 1) A current conditions questionnaire (reliability = 0.90) and a desired conditions questionnaire (reliability = 0.92); 2) An interview form; 3) Expert review guidelines; 4) A feasibility questionnaire; 5) A test; 6) A behavioral observation form; 7) A questionnaire on propriety and utility; and 8) A satisfaction questionnaire. Statistical methods used included percentage, mean, standard deviation, needs assessment (PNI), and relative gain scores.
The research findings revealed the following: 1) The current conditions were found to be at a moderate level, while the desired conditions were at the highest level. The most critical need was in the area of designing active learning management; 2) The program to strengthen teachers’ competency in active learning using project-based learning consisted of principles, objectives, content, development guidelines, and evaluation guidelines. The program was rated as highly feasible by experts; 3) The target group showed a relative development score of 85.96, indicating a very high level of improvement, and post-development behaviors were significantly higher than pre-development behaviors; and 4) The program was evaluated as having the highest levels of propriety, utility, and satisfaction among participants.
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