Project-Based Learning Practices and Their Implications for Sustaining Pupils’ Motivation in Elementary Schools in Zamboanga Peninsula, Philippines

Project-Based Learning (PBL) has emerged as a learner-centered instructional approach that promotes active engagement, critical thinking, collaboration, and meaningful learning experiences among pupils. This study examined the implementation of Project-Based Learning practices in public elementary schools in Zamboanga Peninsula, Philippines, and their influence on pupils’ motivation. Specifically, the study assessed PBL practices in terms of purposing, planning, executing, and evaluating as perceived by school administrators and teachers. A descriptive-comparative research design was employed involving 27 school administrators and 128 teachers selected from public elementary schools in the district. Data were collected using a researcher-developed questionnaire and analyzed using weighted mean, ranking, and t-test. Findings revealed that Project-Based Learning practices were highly implemented across all dimensions, with purposing and planning obtaining the highest ratings. Both school administrators and teachers perceived PBL as an effective strategy for enhancing learner participation, engagement, and motivation. Results further indicated no significant difference between the perceptions of administrators and teachers regarding the implementation of PBL practices. The study highlights the value of Project-Based Learning in fostering a motivating and learner-centered classroom environment that supports pupils’ academic engagement and skill development. It is recommended that school leaders and teachers strengthen the integration of Project-Based Learning through continuous professional development, collaborative planning, and systematic monitoring to sustain learners’ motivation and educational outcomes.

project-based learning, pupils’ motivation, learner-centered instruction, elementary education, educational leadership.

1. Alipoyo, V. R. I. (2026). Lived experiences, psychosocial challenges and quality of life of drug surrenderees. International Journal of Biosciences, 28(2), 184–200. https://doi.org/10.12692/ijb/28.2.184-200 [Google Scholar] [Crossref]

2. Aranjuez, N., & Molejon, A. G. S. (2026). From fun to financial ruin: Exploring the criminological aspects of online gambling. AGATHOS: An International Review of the Humanities and Social Sciences, 17(1), 613–631. https://doi.org/10.5281/zenodo.19967671 [Google Scholar] [Crossref]

3. Brackett, M. A., Elbertson, N. A., Reyes, M. R., Rivers, S. E., & Salovey, P. (2022). Improving student outcomes with RULER-based emotional intelligence training. Journal of Educational Psychology, 114(2), 193–210. https://doi.org/10.1037/edu0000507 [Google Scholar] [Crossref]

4. Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2021). Project-based learning: A literature review. MDRC. https://www.mdrc.org [Google Scholar] [Crossref]

5. Espino-Díaz, L., Luque-González, R., Fernández-Caminero, G., & Álvarez-Castillo, J. (2025). Exploring the impact of project-based learning on sustainable development goals awareness and university students' growth. European Journal of Educational Research, 14(1), 283–296. https://doi.org/10.12973/eu-jer.14.1.283 [Google Scholar] [Crossref]

6. Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586 [Google Scholar] [Crossref]

7. Hallinger, P., & Kulophas, D. (2022). The evolving knowledge base on leadership and teacher professional learning: A bibliometric review. Professional Development in Education, 48(3), 375–392. https://doi.org/10.1080/19415257.2020.1712455 [Google Scholar] [Crossref]

8. Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789 [Google Scholar] [Crossref]

9. Khalaf, B. K., & Zin, Z. B. M. (2024). Project-based learning and student motivation: A systematic review of educational outcomes. Education Sciences, 14(2), 156. https://doi.org/10.3390/educsci14020156 [Google Scholar] [Crossref]

10. Kokotsaki, D., Menzies, V., & Wiggins, A. (2021). Project-based learning: A review of the literature. Improving Schools, 24(3), 267–285. https://doi.org/10.1177/13654802211001244 [Google Scholar] [Crossref]

11. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077 [Google Scholar] [Crossref]

12. Liu, S., & Hallinger, P. (2024). Unpacking the effects of collaborative school leadership on teacher professional learning and instructional improvement. Educational Management Administration & Leadership, 52(1), 78–98. https://doi.org/10.1177/17411432221143256 [Google Scholar] [Crossref]

13. Murtiningsih, S., Haryanto, H., & Suyatno, S. (2025). The role of project-based learning in promoting learner engagement and motivation in basic education. International Journal of Instruction, 18(1), 321–338. https://doi.org/10.29333/iji.2025.18118a [Google Scholar] [Crossref]

14. Organisation for Economic Co-operation and Development (OECD). (2023). Teachers and school leaders as lifelong learners: TALIS 2023 insights and interpretations. OECD Publishing. https://doi.org/10.1787/talis-2023-en [Google Scholar] [Crossref]

15. Rubia, J. R., Rubia, B. R., & Aranjuez, N. E. (2026). In the shadows of governance: Exploring youth participation in local peacebuilding initiatives. International Journal of Biosciences, 28(4), 85–97. https://doi.org/10.12692/ijb/28.4.85-97 [Google Scholar] [Crossref]

16. Rubino, S. (2024). Project-based learning and its impact on student engagement and academic achievement. Arkansas State University. https://arch.astate.edu/cgi/viewcontent.cgi?article=1089&context=all-etd [Google Scholar] [Crossref]

17. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 [Google Scholar] [Crossref]

18. Sánchez-García, R., Crespí, P., & García-Ramos, J. M. (2025). Enhancing project-based learning: A framework for educational innovation and sustainability. Sustainability, 17(11), 4978. https://doi.org/10.3390/su17114978 [Google Scholar] [Crossref]

19. Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2021). The influence of school leadership on the implementation of innovative teaching practices: A systematic review. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411 [Google Scholar] [Crossref]

20. Torres, D. G., Araujo, M., Palhares, J., & Sousa, C. (2023). School leadership and teacher collaboration in promoting innovative teaching practices. Education Sciences, 13(8), 812. https://doi.org/10.3390/educsci13080812 [Google Scholar] [Crossref]

21. UNESCO. (2020). Education for sustainable development: A roadmap. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org [Google Scholar] [Crossref]

22. Voogt, J., Laferrière, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2022). Collaborative professional learning and educational innovation in schools: A review of recent evidence. Computers and Education Open, 3, 100083. https://doi.org/10.1016/j.caeo.2022.100083 [Google Scholar] [Crossref]

23. Zhang, L., Wong, G. K. W., Yang, M., & Liu, H. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1202728. https://doi.org/10.3389/fpsyg.2023.1202728 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study