ENHANCING SOCIAL SCIENCE ACHIEVEMENT THROUGH PROJECT-BASED LEARNING WITH AUTHENTIC ASSESSMENT: A QUASI-EXPERIMENTAL ANALYSIS

Education

This study aims to assess the effectiveness of Project-Based Learning (PBL) combined with authentic assessment in enhancing student achievement in Social Science, in comparison to Traditional Instructional Methods (TIM). Employing a quantitative approach, the research utilized a quasi-experimental, non-randomized pretest-posttest control group design. Sixty Grade 11 students from the General Academic Strand at Esperanza National High School were selected, with 30 students in each group matched based on comparable academic standing and curricular exposure. The experimental group engaged in PBL integrated with authentic assessment, while the control group received conventional instruction. A validated 50-item multiple-choice test aligned with a Table of Specifications (TOS) was used to measure knowledge on Ethnocentrism and Cultural Relativism across cognitive levels. Results revealed that the experimental group outperformed the control group in posttest scores and exhibited greater consistency in performance, as indicated by a lower standard deviation. These outcomes highlight the pedagogical effectiveness of PBL with authentic assessment in promoting deeper understanding, critical thinking, and more uniform learning outcomes. The statistical significance observed post-intervention supports the practical impact of the strategy, while the absence of significant pretest differences reinforces the validity of the findings. In line with existing local and global literature, the study advocates for a shift toward more progressive, student-centered teaching approaches. It encourages educators, curriculum developers, and policymakers to institutionalize PBL and authentic assessment as core strategies in Social Science education to enhance academic engagement, foster equity, and improve overall learning outcomes.

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