Project-based Lessons in Teaching and Learning Biodiversity

Abstract

The study aimed to develop and evaluate Project-Based Lessons in Biodiversity for Grade 8 asynchronous learners at Daraga National High School, integrating them into the Rotation Model of Blended Learning. Specifically, it sought to determine the features of effective project-based lessons, assess student-created outputs demonstrating 21st-century skills, and evaluate the effectiveness of these lessons in enhancing content knowledge, values, and attitudes. Using a descriptive research method, qualitative data were gathered through expert evaluations, student journals, interviews, focus group discussions, and attitude checklists. Eleven experts, trained in the Project Based Approach, validated the lessons and instruments, while forty Grade 8 students participated in the implementation. Findings indicated that the developed lessons were student-centered, contextualized, collaborative, and incorporated differentiated tasks. They enabled experiential learning, real-world connections, and the use of accessible materials. Students worked in groups with assigned roles, enhancing teamwork and responsibility. Differentiated tasks accommodated diverse learning abilities, fostering independent learning. Student outputs, such as species collages, biodiversity maps, and explainer videos, demonstrated critical thinking, communication, collaboration, and creativity. The lessons were highly effective in improving content knowledge, as well as fostering values like stewardship, accountability, and honesty, alongside positive attitudes such as perseverance and curiosity. The study concluded that the developed project-based lessons aligned with best practices in student-centered learning and significantly contributed to skill and value development. It recommended expanding project-based lessons to other science topics and grade levels, integrating them across curricula, and conducting further studies for continuous improvement.