Improving Academic Performance in Introduction to World Religion and Belief System Through Project-Based Learning (PBL) Among Grade 11 Students of Lunas National High School

This study determined the effectiveness of Project-Based Learning (PBL) in improving the academic performance of Grade 11 Humanities and Social Sciences (HUMSS) students in Introduction to World Religions and Belief Systems at Lunas National High School, Maasin City Division, Southern Leyte, during School Year 2025–2026, and used the results as the basis for a PBL-based instructional guide. A mixed-methods design was employed, combining a one-group pretest–posttest pre-experimental design with a focus group discussion (FGD). The participants were the 20 Grade 11 HUMSS students of the school, who also took part in the FGD. Performance in three learning competencies was measured using a validated 30-item researcher-made achievement test aligned with the assessment guidelines of DepEd Order No. 8, s. 2015. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and the paired-samples t-test, while FGD data were analyzed through thematic analysis. Students’ overall performance rose from Fairly Satisfactory in the pretest (M = 3.55, SD = 1.35) to Very Satisfactory in the posttest (M = 7.51, SD = 0.85), with significant pretest–posttest differences in all three competencies (p < .05). Three themes emerged from the FGD: transformative learning and critical awareness, empowered and collaborative learning, and authentic application and personal growth. The findings indicate that PBL was associated with higher posttest scores, improved competency mastery, and more engaging and collaborative learning experiences. Because a one-group pretest–posttest design was used, the improvement cannot be attributed solely to the intervention; nevertheless, the results provide preliminary evidence that PBL is a promising instructional approach for teaching world religions in senior high school.