Optimizing Problem-based and Project -based learning in Technology and Livelihood Education in Improving Student Engagement and Technical Competence

This study addresses the optimization of Problem-Based Learning (PBL) and Project-Based Learning (PjBL) methodologies for further maximizing the student engagement and technical abilities in learning environments.The study compares these two active learning styles based on their capacity to facilitate technical consciousness, improve critical thinking, and promote group working competence among the learners.The quasi-experimental research design is employed to test the interaction of independent variable which is project-based learning and problem-based learning and dependent variables which are student engagement and the technical competence.The respondents of the research are 70 Grade 8 students of two sections that are selected by means of match pairing in San Vicente Integrated High School.Two lesson plans, one for PBL and one for PjBL, were created and pilot-tested for implementation.Group A was taught using the PBL method, and Group B used the PjBL technique.Both groups took a posttest, and reflective exercises followed each presentation.A questionnaire survey on the use of both methodologies was also carried out to provide student feedback.Statistical analysis was done on results to identify how effective each of the learning approaches was.Results show that both PBL and PjBL, when appropriately implemented, produce better motivation, participation, and retention of technical knowledge among students.The study shows that the refinement of PBL-PjBL integration in curriculum development can be an efficient method for enhancing technical competency as well as overall learning process of students.Educators are suggested to develop explicit instructional frameworks, collaborative learning environments, and constant assessment strategies to bring maximum efficiency in these pedagogical practices.