Activity-Project-Problem (APB) Based Curriculum in Teaching Pre-Engineering High School Students: Basis for Policy Recommendation and Curriculum Enhancement

Abstract

Project-problem-based learning is an emerging integrated instructional approach that is being adapted in some schools today. This study was conducted to assess the quality of the Activity-Project-Problem (APB) based curriculum, an integrated learning approach in teaching pre-engineering high school students, and its impact on student achievement and effectiveness in increasing students’ interest in pursuing STEM careers in college. The researcher utilized a descriptive-quantitative design to generate and analyze data. Respondents were 9th to 11th-grade students in the Charles Herbert Flowers High School pre-engineering program. The study revealed that the APB curriculum effectively increases students’ test scores from pretest to posttest and for students to score distinguished in the end-of-course (EOC) assessment. Moreover, the APB curriculum’s quality is high, and the students showed interest in pursuing STEM careers in college. But even if the curriculum was assessed as effective in general, the outcome of the test scores from pretest-to-posttest and EOC assessments must be improved. Overall, students are only moderately interested in pursuing STEM careers, which must be addressed. Some students showed concerns about the quality of the curriculum. These findings were the basis for formulating policy recommendations and curriculum enhancement strategies.