Level of Implementation of Project-Based Learning and Entrepreneurial Skills of Junior High School Students

Abstract

This study examined the relationship between the level of implementation of Project-Based Learning (PBL) and the development of entrepreneurial skills among junior high school students and teachers at Kinawe National High School in Bukidnon. A descriptive-correlational research design was used with a validated researcher-made questionnaire administered to 199 students and 54 teachers. PBL implementation was examined in terms of planning and preparation, classroom implementation, assessment and evaluation, and learner engagement. Entrepreneurial skills were examined in terms of financial literacy, creativity and innovation, and planning and management. Both groups rated PBL implementation and entrepreneurial skills Very High. The overall PBL implementation composite mean was 3.47, with students rating it 3.36 and teachers 3.57. Entrepreneurial skills obtained an overall composite mean of 3.36, with students rating it 3.30 and teachers 3.42. The manuscript reports no significant differences in teachers’ PBL implementation or entrepreneurial skills across their demographic profiles, while student differences were reported in relation to age and grade level and gender did not significantly differentiate entrepreneurial skills. Pearson correlation showed moderate positive and statistically significant relationships between PBL implementation and entrepreneurial skills among teachers (r = .611, p = .000) and students (r = .602, p = .000). Based on the findings, the localized “Kinawe Junior Entrepreneurs” Project-Based Learning Program was proposed to strengthen financial literacy, creativity, innovation, planning, and management through community-based projects.