Year: 2026 | Month: May | Volume: 13 | Issue: 5 | Pages: 338-354
DOI: https://doi.org/10.52403/ijrr.20260530
From Research Results to Executing Real-World Change: Development, Evaluation and Utilization of 21st Century Project-Based Learning Package tool in Inquiries, Investigation and Immersion
Donnel Jay E. Tambis1, Carissa Mae Lan R. Peñaflor2, Cathryn Marie M. Buenconsejo3, Aiza T. Montes4, Raul O. Cobre5, Charreza J. Bagaindoc6
1Biliran National Agricultural High School, Biliran, Biliran, Philippines,
2Busali Elementary School, Biliran, Biliran, Philippines,
3Sangalang Elementary School, Biliran, Biliran, Philippines,
4Calumpang Elementary School, Naval, Biliran, Philippines,
5Monterico Elementary School, Ormoc City, Philippines,
6Bato Elementary School, Biliran, Biliran
Corresponding Author: Donnel Jay E. Tambis
ABSTRACT
This study focused on the development, evaluation, and utilization of a 21st Century Project-Based Learning (PBL) Package tool for Grade 12 Humanities and Social Sciences (HUMSS) students in the subjects Inquiries, Investigation and Immersion (3 I's). Using a Sequential Explanatory mixed-method design with descriptive-developmental and phenomenological phases, the researchers followed the ADDIE model to create the PBL package. Expert validators evaluated the tool using Department of Education’s LRMDS standards, demonstrating strong psychometric properties with acceptable inter-rater agreement. Implementation integrated four subjects: 3 I's, Community Engagement (CSC), Trends and Critical Thinking, and Media and Information Literacy. Learner performance was consistently rated excellent across all domains. Thematic analysis of student experiences revealed key themes including collaboration with experts and peers, tangible community changes, skill development through PBL, personal growth and motivation, community engagement realizations, and difficulties in time management. The validated PBL package effectively bridged theoretical research with practical community interventions, transforming curriculum limitations into authentic learning opportunities. The findings affirm PBL’s potential to develop 21st-century competencies while fostering civic responsibility and postsecondary readiness.
Keywords: Project-Based Learning, 21st-century skills, instructional material development, ADDIE model, community engagement
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