INTRODUCTION
Education serves as the overall development of learners, providing them with the critical knowledge, abilities, and competencies. In the context of Philippine education, the implementation of the Edukasyong Pantahanan at Pangkabuhayan (EPP) subject aims to provide Grade 4 pupils with foundational skills in home economics and livelihood education. An important aspect of this subject is project making, which offers learners a hands-on experience to apply knowledge, creativity, critical thinking, and practical skills.
Program Likha is designed to enrich the teaching methodologies and improve learner outcomes across different subjects, including EPP. Understanding the impact of Program Likha on Grade 4 pupils' project making abilities is crucial, as it can inform educational stakeholders and practitioners on the efficacy of this instructional program and its potential implications for curriculum development.
This research, therefore, seeks to explore and evaluate the effectiveness of Program Likha in enhancing Grade 4 pupils' performance skills in project making within the EPP subject. By examining the baseline performance levels, assessing the influence of Program Likha implementation, and capturing pupils' perceptions and challenges, this study aims to contribute valuable insights in Philippine education. In the end, the findings of this research could serve as a stimulant for improving teaching and learning methods, increasing student engagement, and supporting the overall growth of Grade 4 students in the EPP subject.
RESEARCH STUDY/ LITERATURE
Project-based learning is one of the constructivist teaching strategies in teaching (Frank & Barzilai, 2004) which has been considered as an important classroom strategy in recent years. Students are expected to construct and interpret their new knowledge rather than memorize it. On the other hand, the researchers emphasized these strategies eliminate students’ misconceptions and encourage them to learn meaningfully (Kizkapan & Bektas, 2017)
Chiu (2020) notes that project-based learning is a group-work approach in teaching and learning, through which students are exposed to situations regarding real-life issues and practices. Moreover, this learning process includes a series of complex tasks that occupy students’ minds by working on projects. In other words, open-ended, problem solving, decision-making, or investigative activities, are used to achieve desired goals and evaluate their performance and progress.
Project-based learning improves the students’ skills are needed to meet the global community. It supports student learning outcomes and develops students’ abilities especially for communication, cooperation, creativity, and especially critical thinking. As students take part in the learning process, this develops a deeper understanding of the content and the required skills in schools, universities, work, and life in general (Bell, 2010).
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