Assessing the Project-Based Learning Strategies in Learning Mathematics Among College Students at Mindanao State University-Sulu

This study assessed the extent of Project-Based Learning (PBL) strategies in mathematics learning among college students at Mindanao State University–Sulu. A descriptive–correlational research design was used, comprising 100 purposively selected students from the College of Science and Mathematics. The study examined PBL strategies in terms of interest and motivation, collaboration and teamwork, confidence and participation, and academic engagement, while considering respondents' demographic profiles, including age, gender, year level, and course. The Findings revealed that most respondents were 20 years old and above, equally distributed by gender and year level, with the majority enrolled in BS Mathematics. Results showed that students agreed on the effective implementation of PBL strategies across all four dimensions. No significant differences were found when respondents were grouped according to age, gender, and course; however, significant differences emerged across year levels, indicating variations in students' experiences with PBL as they progressed academically. Moreover, significant positive correlations ranging from moderate to high were observed among the four PBL dimensions, suggesting that these components are interrelated and mutually reinforcing. The conclusions of this study suggest that school administrators of Mindanao State University–Sulu may support faculty development programs focused on strengthening PBL implementation. At the same time, mathematics teachers may further integrate project-based and collaborative activities to enhance engagement and confidence. Students may actively participate in project-based tasks to maximize learning benefits, and future researchers may explore longitudinal or experimental studies further to examine the impact of PBL on mathematics learning outcomes.