Project-Based Learning as 21st Century Approach in Enriching Performance Task Experiences: An Emergent Theory

Abstract

As an innovation being utilized in the basic education curriculum, Project-Based Learning (PBL) is recognized by recent studies to have shown promising effects on student development and mastery of competencies. In fact, many studies claim that the innovation can help more learners to gain meaningful learning experiences most especially in doing their performance task. In view of these statements, this study was conducted in order to generate a theory in project-based learning employing a deductive axiomatic approach adapting the steps of Padua (2012). The study was able to establish five axioms and it includes the following: (1) Project-based learning applies content knowledge within and across curriculum learning areas; (2) Project-based learning is highly constructivist in nature; (3) Project-based learning prepares learners to the world of work; (4) Project-based learning promotes 4 Cs of 21st century skills of learners such as critical thinking, creativity, collaboration, and communication; and (5) Project-based learning can improve learners’ competencies. With these abovementioned axioms, the study was able to formulate six propositions: (1) Project-based learning should be designed considering the individual differences of the learners; (2) Project-based learning should provide more formative assessments; (3) Project-based learning should consider learners’ economic situations; (4) Project-based learning should incorporate other life-long learning skills; (5) Project-based learning should set realistic time frame; and (6) Project-based learning should consider timely and relevant giving of feedback. The formulated propositions in this study was able to generate a theory termed as Individuality-Integrative-Inclusivity Theory or also called as 3 Is Theory in Project-Based Learning. The theory assumes that these facets of an enriched implementation of PBL discovered in the study per se should be considered to enrich the performance task experiences of the learners most particularly in the basic education curriculum where performance task as a component in learning is a serious problem of both teachers and students. With these facets being carefully considered whenever project-based learning is implemented, schools are assured of the benefits of the approach and innovation and learners are ensured of getting authentic and holistic learning.