ABSTRACT
This study evaluates the effective utilization of problem-based learning and problem-solving models in the performance of Grade 5 learners in science. Employing descriptive-correlational research design to evaluate the effective utilization of problem-based learning and problem-solving models in the performance of Grade 5 learners in science. The study is descriptive for it describes the extent of utilization of problem-based learning and problem-solving models in terms of implementation, lesson delivery and assessment and academic performance of grade 5 learners in science. Likewise, this study is correlational for it evaluates the relationship between the variables. Rizal Elementary School, Kananga I District, Leyte Division is the locale of the study with forty-three (43) Grade 5 learners enrolled in the said locale for School Year 2025-2026 who were involved in the study. The study utilized a survey questionnaire developed by Atika et al., (2020). Further, to measure the performance of grade 5 learners in science, the researcher gathered the result of the quarterly assessment in quarter 4. The findings of the study revealed a significant relationship between the extent of utilization of problem-based learning and problem-solving models and performance of grade 5 learners in science for quarter 4. The moderate extent of utilization of problem-based learning and problem-solving models in terms of implementation, lesson delivery and assessment results to a satisfactory performance of the grade 5 learners in science. This result indicates that learners were able to attain the expected competencies in science, suggesting that classroom instruction and learning support contributed positively to learner achievement. This implies that increased utilization of learner-centered, inquiry-based, and problem-solving instructional approaches tends to contribute to improved learner performance in science. The findings therefore affirm that Problem-Based Learning and Problem-Solving Models are effective instructional strategies that support learners’ engagement, critical thinking, and academic achievement.
Keywords: Utilization, Problem-Based Learning, Problem-Solving Models, Performance, Grade 5 Learners, Science
INTRODUCTION
Education in the 21st century has shifted toward instructional approaches that emphasize critical thinking, creativity, collaboration, and problem-solving skills. Modern educational reforms recognize that learners should not only acquire knowledge but also develop the ability to apply concepts in solving real-life problems. In elementary education, fostering these skills is essential because the early years of schooling form the foundation for learners’ intellectual development and academic success. Consequently, educators are encouraged to adopt learner-centered teaching approaches that actively involve students in the learning process rather than relying solely on traditional lecture-based instruction.
Traditional instructional methods often emphasize memorization and teacher-directed learning, which may limit students’ opportunities to develop analytical and problem-solving abilities. In many classrooms, learners become passive recipients of information rather than active participants in knowledge construction. Such approaches may result in low engagement, limited understanding of concepts, and poor academic performance. As educational systems continue to evolve, there is a growing need to implement innovative instructional strategies that promote active learning and improve learners’ academic outcomes.
One instructional approach that has gained increasing attention is Problem-Based Learning (PBL). Problem-based learning is a student-centered instructional strategy in which learners acquire knowledge by working collaboratively to solve real-world problems. In this approach, learners analyze situations, identify possible solutions, and apply their knowledge to address complex issues. Through this process, learners develop critical thinking, creativity, and problem-solving skills that enhance their academic performance.
A study conducted by Salim, Purwanto, and Lestari (2024) found that the implementation of problem-based learning significantly improved elementary students’ science problem-solving abilities and learning engagement. The study revealed that students who were exposed to problem-based instructional strategies demonstrated higher levels of understanding and problem-solving skills compared to those taught using traditional teaching methods.
Similarly, a meta-analysis conducted by Rahman et al. (2024) reported that the problem-based learning model has a positive effect on students’ academic achievement across various subjects. The study concluded that problem-based learning promotes deeper understanding of concepts and enhances learners’ ability to analyze and solve complex problems.
In addition, Yunitasari et al. (2025) found that problem-based learning improves both academic performance and character development among elementary school learners. The researchers noted that when learners are actively involved in solving authentic problems, they become more engaged in the learning process and develop stronger analytical and collaborative skills.
Another related study by Lee (2024) revealed that students who participated in problem-based learning activities demonstrated improved learning outcomes and enhanced critical thinking skills compared to those who experienced traditional lecture-based instruction. The findings suggest that the effectiveness of PBL lies in its ability to encourage active learning and student participation in knowledge construction.
Despite the benefits of these learner-centered approaches, many elementary classrooms still rely heavily on conventional teaching strategies that focus primarily on memorization and teacher-directed instruction. These practices may limit students’ opportunities to develop critical thinking and problem-solving skills. Consequently, there is a growing need to examine the effectiveness of instructional models that promote inquiry, collaboration, and problem-solving among learners.
The use of problem-solving instructional models complements problem-based learning by guiding students through structured steps in analyzing problems, generating possible solutions, and evaluating outcomes. Research indicates that structured problem-solving approaches can significantly improve learners’ analytical thinking and creativity. For example, studies on the Selective Problem-Solving Model have shown that such approaches enhance students’ problem analysis skills and creativity in learning tasks.
Given the increasing emphasis on developing higher-order thinking skills among learners, it is important to investigate how instructional strategies such as problem-based learning and problem-solving models can contribute to improving students’ academic performance. These approaches allow learners to become active participants in the learning process, encouraging them to explore ideas, collaborate with peers, and apply knowledge in solving meaningful problems.
Therefore, this study aims to determine the effectiveness of problem-based learning and problem-solving instructional models in improving the performance of elementary learners. The findings of the study are expected to provide valuable insights for educators in selecting effective teaching strategies that promote critical thinking, problem-solving abilities, and improved academic performance among elementary learners.
This study evaluates the effective utilization of problem-based learning and problem-solving models in the performance of Grade 5 learners in Science in Rizal Elementary School, Kananga I District, Leyte Division. The findings of the study were basis for the proposed improvement plan.
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