This proposed educational evaluation aims to assess the effectiveness of Project-Based Learning (PBL) in enhancing student engagement, critical thinking, and collaboration in junior high school classrooms. The evaluation will employ a mixed-method approach, using quantitative data from student performance assessments and qualitative data from teacher interviews and student reflections. By combining these methods, the study will provide a holistic understanding of how PBL influences both academic outcomes and learner motivation.

Strengths:
The use of multiple data sources allows for a comprehensive evaluation of the teaching strategy. It also provides practical feedback that teachers can use to refine instruction and promote active learning.

Weaknesses:
However, the process can be time-consuming and may depend on the teacher’s ability to consistently document observations. Another limitation is the potential for subjective bias during qualitative data interpretation. Despite these challenges, evaluating PBL can provide valuable insights into how authentic learning approaches prepare students for real-world problem-solving.

References:

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation.

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43.