Project-Based Learning in High School Classrooms: Teachers Perspective

Abstract

This study explores the perspectives of high school teachers on the implementation of Project-Based Learning (PBL) in their classrooms. The aim is to gain insights into teachers' experiences, challenges, and perceived outcomes related to PBL. The research methodology employed qualitative interviews with a sample of high school teachers who have implemented PBL in their classrooms. Thematic analysis was used to identify common themes and patterns in the teachers' responses. The findings of the study disclosed that teachers view PBL as a rewarding and transformative approach to education. They report increased student engagement, enhanced critical thinking skills, and improved collaboration and teamwork as key outcomes of PBL implementation. Additionally, the study identifies various challenges faced by teachers, including time management, logistics, assessment, and addressing student diversity. Based on the teachers' perspectives, the study suggests that effective implementation of PBL requires ongoing professional development, collaboration among teachers, and support from school administration. It emphasizes the importance of providing adequate resources, including time, materials, and technology, to facilitate successful PBL implementation. The study also underscores the need to address student diversity and inclusivity within PBL, promoting equitable educational experiences for all students, this study contributes and highlights its potential to engage students, foster critical thinking skills, and promote collaboration in high school classrooms. The findings provide insights for educators, administrators, and policymakers seeking to implement and support effective PBL practices. Further research is recommended to explore specific areas, such as long-term impact, assessment strategies, and the role of technology in PBL implementation, to enhance our understanding and inform future educational practices.