Abstract
The effects of Project-Based Learning (PBL) on student performance and involvement in Technical-Vocational-Livelihood Home Economics (TVL-HE) education are examined in this study. By means of a descriptive and correlational methodology, the study sought to assess the efficiency of PBL in improving learning outcomes and to pinpoint elements that might affect these outcomes. This study made use of two research designs: experimental and descriptive correlational design. Specifically, one group quasi experimental research with pretest and post-test design and descriptive correlational design. The students were selected using a technique called purposive sampling, which involves selecting students who fulfil the study's inclusion criteria. The inclusion criteria include of a.) enrolment in the TVL-HE, b.) current enrolment in PBL classes, c.) willingness to participate in the study, and d.) parental consent for students under 18 years of age. According to the results of the study, most of the study participants are between the ages of 17 and 18, with a little larger proportion of women. Potential socioeconomic difficulties are indicated by the fact that 78% of the respondents came from families with monthly incomes below 10,000.00. Most of the pretest scores below 15 showed a general lack of cooking skill. Post-test scores after PBL interventions significantly increased; 40% of students scored between 31 and 35, indicating better knowledge and skills. With high mean scores for "Reflection on Learning" and "Showcase and Share," students also had favorable opinions of PBL. The results imply that PBL can successfully raise students’ performance and involvement in TVL-HE instruction. To sustain high degrees of proficiency, recommendations include strengthening teaching strategies, offering more help to low-income students, and promoting more project-based activities. Descriptive analysis and pretest-posttest design of the study help to clarify PBL's function in TVL-HE education.
