Project-Centered Pedagogy's Impact on Grammar, 3.3BSED-English Research PDF

NATIONAL TEACHERS COLLEGE ​ PROJECT-CENTERED PEDAGOGY AND ITS INFLUENCE ON GRAMMATICAL COMPETENCIES ACCURACY An Undergraduate Research Paper Presented to the Faculty of School of Teacher Education National Tea...

NATIONAL TEACHERS COLLEGE ​ PROJECT-CENTERED PEDAGOGY AND ITS INFLUENCE ON GRAMMATICAL COMPETENCIES ACCURACY An Undergraduate Research Paper Presented to the Faculty of School of Teacher Education National Teachers College In Partial Fulfillment of the Requirements for Research in English by Leader: Cancaida, Manuel Kenjie Gumayagay Members: Chavez, Jericho Yboa Cruz, Christian Jason Antazo Dagdagan, Jermaine Anne De Ramos, Abegail Manaog 1  NATIONAL TEACHERS COLLEGE Table of Contents CHAPTER 1: THE PROBLEM AND ITS BACKGROUND​ 6 Introduction​ 6 Background of the Study​ 12 Literature Review​ 16 Theme 1​ 16 Theme 2​ 19 Theme 3​ 22 Theme 4 Theme 5​ 25 Theoretical Framework​ 32 Conceptual Framework​ 35 Statement of the Problem​ 37 Hypotheses​ 38 Scope and Limitation of the Study​ 38 Significance of the Study​ 40 Definition of Terms​ 42 2  NATIONAL TEACHERS COLLEGE CHAPTER 2: METHODOLOGY​ 43 Overview/Introduction​ Research Design​ 43 Population and Sampling​ 45 Respondents of the Study​ 46 Research Instrument​ 48 Data Gathering Procedure​ 50 Data Analysis 52 References​ 56 3  NATIONAL TEACHERS COLLEGE List of Figures Figure Description Page 1 Theoretical Model 32 2 Conceptual Model 35 4  NATIONAL TEACHERS COLLEGE List of Tables Table Description Page 1 Interpretation of the Grammatical Level of the Student 53 5  NATIONAL TEACHERS COLLEGE Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction In the rapidly moving world and interconnected reality, English has become a vital and centered language used by different nations in communication, gaining and delivering knowledge, making it possible for people to work together and learn about other cultures (Rashikureel, 2023). The language helps people meet and agree with business partners, read journal articles and books, and conduct studies. One crucial aspect of English learning involves honing reading, writing, speaking, and listening skills to effectively communicate and comprehend information (Sharma & Puri, 2021). Those are the main aspects of English learning because they help people understand and explain different things broadly. However, such an approach does not provide tools for understanding and critical judgment of the language. Indeed, one can fully understand the importance of learning English when considering the basics of the language’s knowledge besides vocabulary and grammar. These two latter components are crucial for language learnability and use because they allow one to understand and systematically express one’s thoughts. Nonetheless, such an approach must be revised to include the essential tools for a complex understanding and subsequent evaluation of linguistic content. Analyzing its fundamental structure promotes a more profound knowledge of the features of the English language. In turn, vocabulary and grammar are essential for both the acquisition and application 6  NATIONAL TEACHERS COLLEGE of the language when trying to express one’s thoughts precisely (Aguion et al., 2021). Grammar and vocabulary are essential for understanding and expressing nuanced meaning because people whose native language is not English strive to learn it in the best way possible. Meaningful learning and sharing will be easier, leading to a clearer one. In addition to learning the material, grammar will be used to track which rules are most valuable for the job. The distinct structure of English grammar can cause mistakes and flaws, lowering students’ confidence in their grammar. Furthermore, grammar is one of the most essential things that EFL/ESL do in a classroom (Aguion et al., 2021). Grammar is pivotal for second-language English speakers as it forms the foundation for precise and accurate communication. Grammar is the cornerstone of a well-meaning conversation. In other words, it helps learners build clear sentences to pass a particular message accurately (Aguion et al., 2021). Therefore, grammar is a broad concept and goes beyond essential communication. Every second-language English speaker knows how important it is to be fluent and sure of themselves when it comes to writing and speaking. Some studies show that students’ language skills improve when they practice grammar in writing, speaking, and visual tasks (Aguion et al., 2021). Additionally, not being fluent in a language can accidentally cause students to make mistakes and misunderstandings, which can lower the quality of their conversation. It means they will likely lose faith in their ability to use English. 7  NATIONAL TEACHERS COLLEGE The importance of grammatical proficiency in everyday communication and its value for academic and professional success are immense. Shakir and Mahmood (2021) highlight the importance of having a solid grasp of grammar for effective spoken and written communication and understanding. Students with different learning styles can be met with a range of teaching methods in the traditional way of teaching grammar. Therefore, traditional methods like direct teaching can still be easily used. Indeed, (Nanquil, 2021) points out that there is a big difference between how it is taught in different settings and how it is taught nowadays. However, the traditional approach has an issue regarding promoting the creative application of the learned regulations fairly and equitably. On the other hand, the alternative model emphasizes the abdication of direct instruction and utilizes a new approach to ensure that students read the text or hear the speech from which they can determine the rules. This model ensures that the students learn how to apply the rules in specific instances. Learning and teaching grammatical knowledge have become more challenging because most students want to feel safe and protected. Learning grammar also needs to follow the rules, proving that it helps students improve their language skills (Nanquil, 2021). Pedagogical research on the role of cooperative learning and peer teaching in social interaction techniques to develop grammatical skills may provide more insight. (Odehova et al., 2022) Gave case studies advocating that teaching language can be improved by doing pair and group work in the classroom. Work in pairs focused on language features and their correctives. Collaborative learning aims to focus pairs of learners or small groups on simplifying talks about 8  NATIONAL TEACHERS COLLEGE language features and correctives, an accurate formula stating what to say from explanations to students in correction statements to language features, and consumption of linguistic expertise and correctives with the assistance of other students. However, it might be best to do more studies to improve these interaction patterns by improving the process and helping students learn how to work together (Odehova et al., 2022). Critical viewpoints concerning traditional rote learning and practice mechanisms raise questions about the role of grammatical skills as a foundation of the English language learning curriculum. (Zhang & Ma, 2023) provides an exciting study of learning in the 21st century through project-based learning (PBL); it specializes in higher-order thinking skills based on problem-solving, a problematic task focusing on real-world situations and open environments. PBL encourages students to keep exploring while solving a problem that helps them develop higher order thinking. The project-centered pedagogy described above mainly focuses on learning grammatical knowledge and grammar constructs. These include the following: Students can gain knowledge and skills by working for a long time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge (Vermont Department of Education, 2021). Project-centered pedagogy is more effective for achieving high grammatical proficiency than other models because it allows for differentiation based on students' diverse learning levels and styles. PBL refers to students coming from different learning levels and styles. Whereas the projects might have been made in such a manner, the goal is to achieve high levels of competence in grammar. Project-centered pedagogy advertises project-based learning as a demanding and responsive pedagogical method. PjBL indicates that teachers are not restricted to 9  NATIONAL TEACHERS COLLEGE following a solely learner-centered approach but can actively guide the classroom with authority and direction. This is what project-based learning is; students start with a driving question that answers a complicated issue or question that is important to the students. The students will then do research that leads to a presentation project to a group. Students feel like they have a reason for their work and control over what and how they learn, and an understanding of how they learn can affect their personalized learning goals as they work toward the end (Vermont Department of Education, 2021). The crucial advantage of project-centered pedagogy in language learning is that it gives a solid basis for using grammar rules in a living and ever-changing environment. Therefore, it can help students learn about language and the grammatical rules that govern it much more profoundly. For instance, (Nurlely, 2024) presents that Project-Based Learning improves language skills and knowledge and can be helpful in teaching languages. It is easy to see why this might happen: PBL is the opposite of the typical system where students engage in repetitive tasks and memorization. Almulla (2020) provides further evidence with a case study in which groups of English learners participate in PBL activities that motivate them to learn grammar passively. The projects were designed so students engaged in research and presented on various topics demanding sophisticated grammar structures. 10  NATIONAL TEACHERS COLLEGE Moreover, the fact that the learners performed most of the tasks in teams enabled them to learn from each other by applying the grammatical rules and patterns. Another researcher (Pawlak, 2023) examined that there have been undeniable improvements in research on language learning strategies over the last few decades; there are still not many studies that look at the actions and thoughts that language learners use to better understand and use grammar structures in different situations. These are called grammar learning strategies GLS). In addition, not many studies have looked at the outcomes of educational treatments in this area, both regarding the various types of GLS and the mastery of grammar structures through explicit and implicit knowledge (Pawlak, 2023). The intervention of project-centered pedagogy may result in important educational implications for improving the effectiveness of grammar for students in higher education and learners at lower educational levels. It takes into account that the role of the educator is a significant factor in shaping the effects of intervention and the knowledge of the targeted audience. While the certainty of English as the lingua franca and the principal language of communication in the processes of cultural interaction worldwide remains an undisputed notion, it is high time to address ways to ensure that students and young people are prepared to handle the intricacies of our multicultural reality and boost their linguistic skills through the application of cutting-edge teaching methods. The research study "Project-Centered Pedagogy & Its Influence on Grammatical Competencies Accuracy" will highlight the benefits of students applying grammatical rules in practical, real-world scenarios by integrating grammar learning into more comprehensive projects. This focus will significantly improve learning outcomes by 11  NATIONAL TEACHERS COLLEGE highlighting how developing grammatical skills and applying them in real-life situations can lead to effective communication and language proficiency. Therefore, this project-centered pedagogy will create meaningful and more enjoyable learning and show students’ grammatical accuracy's role in making communication effective. The researchers will also undertake activities under the PBL using the above-mentioned findings to empower project-centered pedagogy approaches. It will allow the researchers to use the obtained research outcomes and offer a well-defined structure for teachers who wish to introduce project-centered learning approaches into their practices to enhance student grammatical competence. Background of the Study Educators have been experimenting with different approaches to teaching to improve students' grammar skills over the past few years. The project-based learning is an instructional method that is not new in the realm of education, yet the researchers came up with the idea of a project-centered approach inspired and based on the mentioned teaching method. The increase in the level of comprehension of the learners made the educators amused by the possibility of project-centered pedagogy to support the learners’ critical thinking and deeper understanding in addition to improving their grammar. For example, in the study by Zhong, Ismail & Ahmad (2024) , the authors considered designed project-based learning to examine how it affected students’ interest in advanced grammatical constructions in a second language. The results show that such design methods significantly increased students’ awareness. 12  NATIONAL TEACHERS COLLEGE Rooted in the abovementioned perspectives, the current study is framed by a comprehensive literature review, where a significant scope is provided to the most recent study by Green and Harrington (2022), who have recently held that grammar-related grammar taught in a project-centered learning style promoted material acquisition and its application transfer beyond that available through most other, more traditional forms of language learning. This research work critically examines the effectiveness of the traditional methods of teaching English grammar, consisting of memorization and isolated drills. On the contrary, it promotes using more dynamic methodologies that encourage student activity and consider the diversity of learning styles. Project-based learning is a preferable alternative because it puts the learner in a more central position in the learning process, promotes teamwork, and provides a context for the subject matter. This style of teaching grammar proved to be much more exciting and appealing. Therefore, this research aligns with the goals stated by Wani and Hussian (2024), who suggest critical thinking, creativity, and using acquired knowledge in real life. The new methodologies improved grammatical knowledge and were appealing to students. Therefore, the latest method of teaching grammar is similar to an educational model in that it is a part of creativity and promotes critical thinking; according to Wani & Hussian (2024), it is also higher-order thinking it can be concluded that the project-based type of education in terms of grammar is far more effective in the ‘teaching body’ than old alternatives. Incorporating grammar teaching in a project-centered pedagogical model helps reshape the educational field for the best, bringing a more interactive, flexible, engaging, and inclusive 13  NATIONAL TEACHERS COLLEGE approach that aligns with educational objectives: grammar learning is part of an interactive and all-around schema. Recent research reintroduces proof of progressivity regarding modern educational practices, particularly project-based approaches. Thus, Issa and Khataibe (2021) have shown that high school students who were taught grammar via project-based activities have shown much more improvement in grammar skills than those who have used traditional grammar teachings. Considering this stage is when our students develop from their early language competency to a more complex form of expression, a project-based teaching approach is more adaptive. The review by Prastawa (2024) proves that project-centered learning benefits middle grades in terms of having better critical thinking, teamwork, and engagement skills. Thus, it can be poorly adapted to individual needs. Gazing back at the existing research, our experiment into the effectiveness of using project-centered pedagogy to enhance the grammatical competence of learners has a good foundation. This method will develop students' grammatical competence while contributing to their language development and academic growth. While the study on project-centered pedagogy continues to increase, there is a research gap that requires additional research. Most existing studies emphasize the need for project-centeredness without separating the different grammatical contexts or practical approaches. This lack of analysis of specific features, such as the use of actual grammatical knowledge at play, the diversity of projects, and how the projects are conducted opens an opportunity for additional research that integrates grammar learning for students. The research gap is aimed to be filled by the proposed study which is to analyze the effectiveness of a project-centered approach in educational activities on students’ grammatical 14  NATIONAL TEACHERS COLLEGE competence in the Philippine setting. The research reveals the significance of project-based learning in developing grammatical competence. Using this cutting-edge teaching method to improve these essential language abilities, instructors may encourage a more stimulating and holistic education environment where students develop skills critical to their educational success and personal goals. This research provides a stepping stone for future research in project-centered learning on developing grammatical skills. The researchers’ intervention will analyze the effectiveness of the project-centered pedagogy. The educational approach described above, prioritizes individualized learning through project-based activities combined with grammar concepts. Moreover, by incorporating grammatical concepts into projects, educators will be able to accommodate students with different learning styles. The hands-on implementation of basic grammatical principles is made possible by this method, which is beneficial for students who have trouble understanding grammatical ideas. Furthermore, the project-based learning toolkit mentioned above will list project-based exercises that will practically apply different grammar ideas. Students will be actively involved in those exercises, which will help them internalize and acquire a thorough understanding of a variety of grammatical principles and structures. The development and implementation of the project-based learning activities will greatly enhance the grammatical accuracy of the Grade 11 students in National Teachers College. Additionally, the project-based learning activities will act as a template for future development 15  NATIONAL TEACHERS COLLEGE initiatives, encouraging the development of instructional strategies that will give grammatical proficiency and individualized learning first priority in classrooms. ​ Literature Review This chapter provides necessary findings and past research that aids the researchers in investigating the efficacy of project-centered pedagogy in the context of teaching grammar. This chapter is composed of information gathered from journals, studies, articles, and the World Wide Web. This literature review gains insights from existing studies in the same field to examine the effectiveness of using project-centered pedagogy in teaching grammar to junior high school students. Project-Centered Pedagogy Project-centered pedagogy has been in the limelight as an innovative approach in pedagogies, often defined as an approach that emphasizes collaboration, critical thinking, and problem-solving skills that have authentic projects as a core of the learning experience, one of the key features of this pedagogy is project-based learning. Project-based learning has various definitions in literature but the majority says that it is a student-centered approach to learning (Iroda, H. 2023), it is a real-life-based project with an ample amount of time to be accomplished that will later be the foundation of a student's knowledge (Anderson, K. and Leute, E. 2021). It also allows the student to participate in a vital activity that improves problem solving abilities and collaboration. Acquiring knowledge and making decisions according to the given task. (Mujiono et al., 2023) However, project-based learning is not a new concept in the history of 16  NATIONAL TEACHERS COLLEGE education, its origins trace back to the early 19th century when John Dewey coined the idea of learning by doing which was later on developed by his student, William Heard who believed that teachers should guide the students, and then a physician named Maria Montessori who also specialized in the development of children launched a notion that children learn best through ​ experience. Contrary to distinct perception project-based learning is identically as effective as traditional, if not more so. (Garcia, Rodriguez et al., 2021) The project-centered pedagogy is indeed ever-changing but its components remain static, no matter how many times it has been defined by different people it remains a student-centered approach that prioritizes the usage of authentic assessment and promotes taking ownership of the learning process exposing the students to tap into their natural curiosity and creativity that develops their cognitive, metacognitive and social skills. In an article written by Djoub, Zineb in (2023) described the characteristics of project-centered learning as a project connected with the real world where the role of the teachers is to facilitate and teach through the project and that they should relate the outcome of the project with the curriculum and learning objectives and as interdisciplinary learning that promotes autonomy by appointing roles and key responsibilities amongst the group of students encouraging a holistic understanding of responsibilities. Project based learning is a teaching ideal that permits students to put their own thought into practice. Project based learning is a concept oriented procedure that compels responsive classroom environments. This approach allows students to work individually and collaboratively to solve problems relating to their course. (Belayne, 2021) 17  NATIONAL TEACHERS COLLEGE In accordance with Baran et al. (2021) it specified that the learners’ 21st century skills, for an instance, their capacity of working individually, collaboratively, and awareness in their environment have elevated greatly. 21st century learners have attained skills such as collaboration and interaction, finding solutions to problems, ideas, responsibility, and wisdom were enhanced positively by these types of activities as per the learners. Applying the project-based pedagogy to junior high school students will be a good opportunity to enhance the communication skills, grammar construction, and real-life problem-solving skills of the students as it taps into their natural creativity and curiosity as they are in the developmental stage (Vygotsky’s Sociocultural Theory) and imposes life-long learning for the students. Another study aimed to explore the effectiveness of project-based learning was conducted by Siyu, Wang (2023) concluded that the project-based learning approach can improve reading levels and increase the interest of students in learning English however, the said approach cannot be used alone and therefore be used alongside other teaching methods such as traditional teaching as the project-based teaching cannot strive alone and that teachers should foster a positive learning environment and focus on help developing the students. Both the students and teachers will benefit from the said approach as it is effective in supporting proficiency-based and personalized learning when implemented correctly. It is flexible and can be used for face-to-face learning and remote learning without losing momentum, it also helps students develop a sense of purpose by taking ownership of their learning and helps them understand how the information formed from the project can influence their learning goals and success (Anderson, K. & Leute, E., 2021). Furthermore, Putra et al. (2021) exhibited that project 18  NATIONAL TEACHERS COLLEGE based learning could be utilized to foster geographical and visual thinking abilities as a goal in 21st century learning. Contemporary language education, particularly grammar instruction, has long recognized innovative approaches to teaching and learning such as the project-centered approach. Instruction of grammar is most associated with drills, memorization, and practices that often require repetition or need to be done routinely. Integrating project-centered pedagogy with grammar instruction creates a whole set of new experiences and learning opportunities that enhance the learning of the students some of which may include scaffolded learning as providing necessary guidance and resources to the students. (Nurlely, L., 2024) Garcia et al. (2022) performed a comprehensive combination of methods examining to find out Project Based Learning influenced how the learners think critically coming from diverse socioeconomic backgrounds. Project-Centered Pedagogy in the Teaching and Learning of the English Language The core of project-centered pedagogy that emphasizes meaningful learning by immersing students in project-based learning allows students to early application of language skills. Various studies conducted have shown that project-based learning under project-centered pedagogy is an effective method of teaching and learning the English language. A study aimed to investigate the effectiveness of project-based learning in enhancing English language reading skills concluded that the said approach is an effective way to promote reading – which has been described as a means to relate and comprehend a given text and not just an activity, the results 19  NATIONAL TEACHERS COLLEGE have shown better performance in reading and learning the English language because the students are more motivated and eager to learn (Cardenas, J. & Imbaquingo, A., 2023). In 2022, Lungu, I. shared their firsthand experience in using project-based learning in teaching English as a Foreign Language and later concluded that students were able to hone their writing skills, vocabulary, and pronunciation and highlighted that in implementing the project-based learning in EFL classroom, the readiness and preparedness of the teacher must be considered. In English Language Learning (ELL) which also includes English as a Second Language (ESL), English as a Foreign Language (EFL), and English as an Additional Language (EAL) aiming for a student-centered approach that focuses on exploration and deeper understanding creates an inclusive learning environment which makes the project-based learning effective (Masood, M.H. & Shafi, S., 2023). Kartika and Rahman (2022) aspired to validate the effectiveness and efficacy of the Project Based Learning (PBL) strategy on the success of the learners and its expected outcomes in learning. To attain this goal, numerous aspects were proven, particularly grouping the learners, completeness of work, acquiring information through project, self-evaluation, and reasoning. As explained by Markham (2023) implies that by providing instruction and resources, teachers can strengthen their learners’ reading comprehension. Project based learning boosts educational learning by cultivating 21st century skills that includes artistry, interaction, and collaboration. Contrasting project-based learning with traditional learning methods, traditional learning is teacher-centered and mainly revolves around the teacher as the main source of 20  NATIONAL TEACHERS COLLEGE information rather than having the students learn by discovering, such as experiential learning by constructivist Jean Piaget, which is significant in applying project-centered pedagogy in grammar teaching where teachers facilitate active engagement of the students by involving them in activities that foster collaboration and critical and creative thinking. In accordance with Main (2023) Learning happens through direct contact experience and involvement in the outside world. Main discuss that putting too much emphasis on inactive learning and mechanical thought, is not enough to prepare the learners for the world that has been changing constantly. Project-centered pedagogy gained the attention of educators, researchers, and curriculum makers in recent years due to its effectiveness and benefits, some of which are: 1.​ An increase in collaboration, communication, creativity, innovation, and engagement. 2.​ It is an interdisciplinary learning that can be applied remotely and in the classroom setting and the application of real-world situations promotes authentic assessment. 3.​ Development of critical thinking skills and essential skills as a 21st-century learner. 21  NATIONAL TEACHERS COLLEGE Grammatical Competence of Students The role of teachers in a classroom setting and the way they impart knowledge indeed plays an important part in grammar instruction, the usage of the target language has been proven effective by several researchers in a learning environment especially in English as a second language learning and teaching which is acquired through the socialization process but learning is not limited to speaking in English only but also the use of appropriate activities such as roleplaying and group work that encourages communication and immersion in the language (Fernandez, V., Ilustre, R.G., & Santos, A.L., 2022). Education has undergone a significant transformation through the years primarily driven by innovation and evolving pedagogical theories. With that being said, there has been a growing interest in alternative pedagogical approaches to teaching grammar, such as project-centered pedagogy to enhance the grammar instruction of the students. An article written by Dr. McLeod (2024) states that cognitive constructivism proposed by Jean Piaget says that a learner who is the problem-solver is the one who constructs knowledge using their own mental processes such as memory and attention. Dr. Kurt (2021) in a different article tackled the role of the teacher in a constructivist classroom setup, he asserts the importance of the role of the teacher as a facilitator and provider of information and resources which has equal authority and responsibility as the students and mentioned that learning occurs in small groups and the knowledge shared between the students and the facilitator are all crucial. Project-based learning approaches stimulate the students' initiative, curiosity, and excitement and increase their vocabulary by allowing them to choose themes and present their final product on a given task the way they want. Moreover, this 22  NATIONAL TEACHERS COLLEGE approach has its effect on the students’ cognitive, affective, and psychomotor. (Bloom et al 1956). It is mentioned that there is a huge room for improvement in the English proficiency of K-12 students, even though the students are exposed to different kinds of media there are still difficulties expressing their thoughts in the English language calling for further research to help them in this aspect of education (Fontillas, L.R., PhD, Quintos, S.B., & Ronquillo, C.M., 2022). Pedagogical approaches significantly influence students' learning outcomes, especially in terms of language proficiency. With that being said, academic success is anchored in English proficiency, as English is an essential medium of connection in schools, particularly higher education (Maruntelu, C-L. 2020). Various approaches have been used in teaching grammar, like project-based learning. The Philippines being one of the largest English-speaking countries and using English as a medium of instruction is experiencing a gradual decline in the English proficiency index. Project-centered pedagogy wants to give the idea that grammar is learned when students are immersed in the language using project-based learning to revolutionize the grammar instruction methods of teachers creating an effective learning environment such as a study by Jumaat et al. which aimed to explore project-based learning from a constructivist perspective states that teachers play a crucial role in the project-based learning approach and should: (1) consider prior knowledge of the students as it can be used in retaining new information (2) provide a learning process that helps students solve complex problems and obtain new knowledge by experience (3) plan realistic learning materials and assessment (4) allow students to collaborate and learn from each other as constructivism promotes life-long learning, collaboration, and independence. 23  NATIONAL TEACHERS COLLEGE Project-Centered Pedagogy Used to Improve the Grammatical Competence Different activities such as presentation making, creation of content, creative writing, research, or any activity that emphasizes project work where students can spend their time for investigation, interaction, creation, and presentation not only boost their soft skills like self-esteem and confidence in English language but also helps their vocabulary development, grammar, and speaking skills. Contents that the students can relate to themselves to make them engaged in a particular topic or content (Kemaloglu-er, E. & Sahin, M.T, 2022). Nurlely’s guide in designing effective projects for grammar instruction states that selecting the appropriate grammar topics that correspond to the needs and objectives of the students, coming up with projects that incorporate multiple language skills help, and aligning projects with their language proficiency level helps with holistic development as students can understand how grammar functions and participate in activities that consist of listening, speaking, reading and writing (Nurlely, L., 2024). Active engagement in the classroom setting has positive effects on the learners, Padgett’s study in 2019 indicated that project-based learning helped those students who are ‘at risk’ to develop partnerships with their peers and teachers that gave them a positive mindset instilled with grit and perseverance resulting in lower number of dropouts. Learning with friends such as creating projects in groups makes the workload lighter, especially for younger students who are in touch with their natural curiosity about things, helping each other out with their work and projects, and learning from each other makes learning fun. In project-based learning, teachers as facilitators are still in charge of providing feedback to determine the students’ room for 24  NATIONAL TEACHERS COLLEGE improvement without discouraging them but they also use peer-to-peer feedback to enable learning from others. Learning grammar for junior high school students might be tricky as it consists of so many rules that might contradict each other, and some students may find it difficult and boring, incorporating projects into learning grammar fosters a fun and easy learning environment that naturally uses grammar construction for communicative purposes. Domains of Learning English Language Cognitive Domain Cognitive learning includes the intellectual skills and gaining of information needed to become fluent in grammatical acquisition in English. Language comprehension, analytical skills, and critical thinking are all directly affected by this area. One significant contribution in this area is the work of (Nurmatova & Altun, 2023), which reviews Bloom’s Taxonomy integration to enhance a structure that shows the cognitive skills that students need to understand things clearly and in a meaningful way. Bloom’s Taxonomy helps students improve their thinking skills and ability to think critically by using it in and outside the classroom. Moreover (Sato, 2022) emphasizes the role of metacognition in language learning. It turns out that metacognition, or “knowledge about knowledge,” is a type of personal difference that can tell us a lot about how well students will do in different subjects in school. Metacognition lets students plan, keep track of, and think about their learning. That is why it’s such an essential part of self-paced learning. This study looked at how using technology in the classroom affects how well students learn (Bhat, 2023) highlights that by using technology, teachers can ensure that each student’s learning fits their needs and pace. Because adaptive learning platforms can change the difficulty and 25  NATIONAL TEACHERS COLLEGE speed of material based on how well students are doing, so each student gets a personalized learning path. Technology can help students share ideas and learn from each other using online tools, discussion boards, and virtual classes. Furthermore, research into collaborative learning (Salma, 2020) shows that interacting with peers while learning a language is good for the brain. Group discussion and project participants have better critical thinking skills and a broader understanding of linguistic ideas. The studies above show that the cognitive area is very complex when learning English as a second language. This information helps educators make language learning more effective and fun by focusing on higher-order thinking skills, metacognitive strategies, integrating technology, and creating collaborative learning settings. Despite teachers' efforts to develop new teaching methods and frameworks, the cognitive area will still have the most impact on the future of English language learning. Affective The affective domain of English language learning is the emotional parts like motivation, attitudes, ideals, and feeling. It is learning more about how emotional factors are essential in English language learning and affect how engaged, persistent, and successful students are. One key study, “Language learning Motivation in Diverse Educational Contexts” (Hennebry-Leung & Lamb, 2024), stresses how important motivation is for language learning. Using the “L2 Motivational Self System,” says how learners see themselves and their hopes for the future and have a significant impact on their desire to learn English. Making a supportive environment where language learners can picture themselves as good English speakers in the future can 26  NATIONAL TEACHERS COLLEGE motivate them and help them learn the English language more effectively (Hennebry-Leung & Lamb, 2024). Another important addition is the study by (Degirmenci & Yavuz, 2024) examining how emotional intelligence affects how well people learn languages. Their research shows that students with higher emotional intelligence are better able to deal with the stress and anxiety that come with learning, which makes learning more enjoyable. This shows how important it is to include training in emotional intelligence in language classes to help students deal with emotional issues. Moreover, research conducted by (Garcia-Peinado, 2023) stresses how important the classroom atmosphere is and how it affects students' feelings. A positive and welcoming classroom makes students more interested and willing to talk, which are essential for learning a language. When teachers pay attention to their students’ emotional needs, encouraging a culture of respect and open communication makes learning a language a lot more fun. Along with this, (Botes et al., 2020) found that people learning a foreign language experience a special kind of stress called Foreign Language Classroom Anxiety (FLCA). This kind of situational worry is often examined along with academic success in foreign language classes. It focuses on how anxiety and interest in language learning in the classroom are linked. They found that less anxious language learners are likelier to participate in tasks that help them learn the language. This means that tactics that help students feel less nervous, like giving them helpful feedback and creating a safe place to learn, are essential for helping them develop their emotional skills. Finally (Karlik, 2023) does a study on how cultural factors affect how people feel when they are learning a language. There are many ways that language and society influence how we see the world. When learning a language, knowing about its cultural background can help understand its subtleties and complexities better through the lens of culture; this piece 27  NATIONAL TEACHERS COLLEGE encourages language learners to do more than just learn the rules and words of a language. Instead, it wants them to become deeply involved in the history, traditions, and customs of those who speak that language. Even though language educators are constantly working to improve their lessons, focusing on the affective domain is essential to make a safe and effective learning space that promotes both language skills and mental strength. Psychomotor Psychomotors are the physical skills and actions needed to communicate clearly in English. These include body language, pronunciation, and articulation. It focuses on how motor skills and language skills are connected to learning. Learning the right way to say words in a second language is an integral part of learning (Khan, 2020). It looks into the factors that greatly help second language learners improve their ability to communicate and do well in school. Learning to say words correctly is very sensitive and challenging for English language learners. However, differences in how well different English learners learn to pronounce words. It also gives language teachers and students a new perspective that helps them think about how they learn and teach English as a second language and how to improve their pronunciation. Additionally, a study by (Gibbs, 2024) looks into “The Role of Gestures in Second Language Learning Acquisition and Retentions.” The research shows that students who use gestures while talking remember things better and speak more fluently. It shows that teaching methods that push students to use gestures can help English learners become more expressive and better at communicating. This makes the psychomotor domain an essential part of learning. (Henisah et al., 2023), on the other hand, look at “Role-Play Techniques to Improve Students’ Speaking 28  NATIONAL TEACHERS COLLEGE Skills.” Their study shows that using role play as an active learning method will improve teaching effectiveness because it excites students. It’s also easy to remember. Using role play as an active way to learn will improve the effectiveness of lessons because it gets students excited about learning a language are those who taught speaking skills in this way. The study by (Josué et al., 2023) is also worth mentioning; it is about “Educational Platforms: Digital Tools for Teaching and Learning in Education.” The study shows that using tools like video clips and interactive platforms lets students see how well their skills improve through speaking. These tools can help students develop the psychomotor skills necessary for good language use by allowing them to evaluate themselves and get feedback from others. Furthermore, a research study by (Suggate et al., 2023) shows how critical fine motor skills are for writing well in English. It shows that writing activities that improve skills, like calligraphy and handwriting exercises, can help students write clearly and effectively. There needs to be a balanced method of teaching languages that includes psychomotor, cognitive, and affective development. As teachers become more aware of how important motor skills and physical speech are for learning a language, the psychomotor domain will continue to be a key area of focus for improving students' confidence and ability to communicate. Synthesis of the Reviewed Literature In this chapter, the review-related literature and studies presented have helped the researchers delineate timely information for the study of the effectiveness of project-based pedagogy in acquiring grammar knowledge, providing the exact explanation and analysis of data 29  NATIONAL TEACHERS COLLEGE acquired ranging from years 2020 to 2025. The past studies cited in this paper helped the researchers justify the results of the present study. The reviewed cases acquired from Iroda (2023), Anderson & Leute (2021), (Mujiono et al., 2023 Spencer (2020), Djoub (2023), (Garcia, Rodriguez et al., 2021), Siyu (2023) Nurlely (2024), and Nurcahyoko (2014) all agreed and defined the project-centered pedagogy as a student-centered approach to learning where learning happens when the students are allowed to learn independently through their own experiences by giving them real-life based projects which are all based in Jean Piagett’s (1952) constructivist approach and John Dewey’s (1988) learning by doing. Past studies state that in project-centered pedagogy, the teacher acts as a facilitator, and the students take ownership of their learning and is interdisciplinary as it can be done remotely and in person, encouraging students to be responsible for their given tasks. The previous researchers concluded that project-centered pedagogy is effective in terms of achieving learning outcomes and life-long learning, and therefore can be recommended in the curriculum. They have also concluded that the project-centered pedagogy is highly beneficial for the students to help develop their soft skills such as confidence and self-awareness of responsibility, cognitive and communication skills. In addition, the studies conducted by Cardenas & Imbaquingo (2023), Lungu (2022), Mahood & Shafi (2023),(Belayne, 2021), and Baran et al. (2021) highlighted the effectiveness of project-based learning in terms of teaching grammar because it helped promote reading skills and hone writing skills in English Language Learning and. Its involvement in real-life-based output reflects the constructivism theory which is said to engage students in deeper 30  NATIONAL TEACHERS COLLEGE understanding in contrast with the traditional learning of grammar and English that revolves around repetition of practices that bores the students. Another thing that was mentioned by Fernandez, Ilustre & Santos (2022), Dr. McLeod (2024), Dr. Kurt (2021), Fontillas, Quillos & Ronquillo (2022), Maruntelu (2020), and Putra et al. (2021) asserts that education is constantly evolving. The Philippines, known as one of the largest English-speaking countries is experiencing a decline in English proficiency and this calls for further research to help with the improvement of language learning and teaching. Teachers are one of the most important people in this improvement, they have a crucial role to fulfill in the new approach in teaching grammar. Lastly, studies by Kemaloglu-Er & Sahin (2022), Nurlely (2024), Garcia et al. (2022) have proven that project-centered pedagogy is effective in improving the grammatical competence of the students because giving out projects where everyone has designated tasks does not bore the students and keeps them engaged however it is also stated that the teacher should curate the contents carefully and choose a content where the student can relate themselves with and select the topic that most correspond to their needs and interest that also achieves the learning outcome and aligned with the learning competencies. Teaching grammar might be tricky but incorporating project-based learning with it surely helps with more active participation with the students. 31  NATIONAL TEACHERS COLLEGE Theoretical Framework The theoretical framework of this study is Jean Piaget’s constructivist theory. This theory implicates the value of learning applied grammar in improving education via an individual generally. A diagram depicting this is provided in Figure 1. The illustration acts as a bedrock to this research and experimental practice in the means through which teaching grammar can be done. 32  NATIONAL TEACHERS COLLEGE Figure 1. Jean Piaget’s Constructivist Theory The research titled "Project-Centered Pedagogy & Its Influence on Grammatical Competencies Accuracy" aimed to formulate an intervention plan for teaching grammar to Junior High School students. The study was based on a solid foundation of theory related to the research topic. Jean Piaget’s constructivist theory of learning implies that knowledge is not acquired but constructed by learners through interaction with the environment and the assimilation of new information into their existing knowledge system (Piaget, 1952). The constructivist concept is significant in applying project-centered pedagogy to grammar teaching. Piaget further described constructivism as a learning concept that refers to the process of self-construction and reconstruction. Instead of passively receiving information, learners actively engage, discover, and reflect on their knowledge. Teachers facilitate active learning, critical thinking, and problem-solving in a classroom context. The development of students’ learning starts from where the learners are, with their prior and pre-existing experiences. Project-centered pedagogy prioritizes the principles of constructivism because it involves learners in a project that necessitates interdisciplinary collaboration and interaction with timely concerns from the outside world. Both aspects are reminiscent of Piagetian tenets, given that learning is conceptualized as an active, cooperative process where learners do not simply receive 33  NATIONAL TEACHERS COLLEGE knowledge but obtain it. Project work promotes students’ application of applied grammatical systems in authentic contexts and helps them develop an extensive understanding of grammatical rules. Therefore, it can be said that this type of pedagogy emphasizes the child’s role in the learning process, as it is in line with the notions that learners are active creators of knowledge, emphasized by Piaget (1952). Moreover, project-centered pedagogy can be successfully applied to grammar studies in junior high school, targeting students capable of concrete operational and initial formal operations. These stages lay grounds for thinking logically and abstractly and ensuring learners’ critical performance of grammatical transformations in various situations and contexts. By integrating grammar instruction with project work that addresses real-world issues and interdisciplinary communication, students are encouraged to use grammatical structures creatively and purposefully. Thus, making grammar learning more relevant and engaging. The constructivist theory developed by Piaget lays a groundbreaking solid theoretical foundation for integrating project-centered pedagogy into grammar education. This approach complements the constructivist theory by prioritizing hands-on activity and cultivating students’ engagement and self-initiative in the learning process. It provides a persuasive rationale for the modernization of grammar education offered to junior school students. Beyond that, by creating the conditions for the active construction of grammatical knowledge by students based on dynamic project integration, this pedagogical framework is likely to significantly increase the effectiveness of grammar acquisition by foregrounding the element of relevance and motivation in education. 34  NATIONAL TEACHERS COLLEGE Conceptual Framework Figure 2. Research Paradigm This study’s conceptual paradigm examines how effective project-centered pedagogy enhances the grammatical accuracy of Grade 11 students at the National Teachers College. The research framework comprises three main components: Input, Process, and Output. All three are essential in determining the effect of project-centered pedagogy on students' learning performance. The input component emphasizes the preliminary part of the study designed to test the influence of project-centered pedagogy on grammatical competence. Before working with the 35  NATIONAL TEACHERS COLLEGE project-centered pedagogy, the researcher will assess the Grade 11 learners and measure their grammatical competence while also analyzing the three domains of learning. The comparison is achieved with pre-designed questionnaires that allow the researchers to obtain qualitative results of the students’ grammatical accuracy. Input is essential to set a prior state to draw a comparative analysis for students before and after the intervention. The process component involves the methods of collection and analysis of data implemented. This involves interpretation, presentation, and collection of the information. The process includes data evaluation and verification, which can guarantee that the research findings are supported by the processed and presented data and, therefore, the conclusions are reliable. The research has a two-fold output. First, it seeks to establish the effectiveness of using project-centered pedagogy in improving the grammatical competence of Grade 11 students through the rise in their pre-survey and post-survey results. Second, the results will support a project-based learning activity with pedagogical methods employed in a project-centered approach to promote grammatical competence. The results will then help educators who are seeking to deviate from the traditional method of teaching prior knowledge to learners focus on enhancing grammar teaching and learning. The study’s conceptual framework deliberately defines the input, process, and output aspects, thereby proposing a well-defined path for examining the influence of project-centered pedagogy on students’ grammatical performance in terms of accuracy. The study's key objective is to learn and present focused data that would be beneficial in advancing the academic field, especially in grammar learning. 36  NATIONAL TEACHERS COLLEGE Statement of the Problem This study wants to determine the influence of using project-centered pedagogy in teaching grammar to senior high school students, with the aim of improving their accuracy, competency, and proficiency that centers the use of project-centered approach to help the students enhance their overall language skills in using English Specifically, the present study seeks to answer the following questions: 1.​ What is the level of grammatical competence of grade 11 students in the following domains before and after being exposed to a project-centered teaching activity (travelogue)? a.​ knowledge and understanding of grammar rules; b.​ motivation and attitude toward learning; c.​ application of grammar in oral outputs (e.g., travelogue and vlog). 2.​ How effective is the project-centered pedagogy in improving the grammatical competence of the target students as revealed in their pre-survey and post-survey results? 3.​ What do the gathered data reveal about the changes in grammatical competencies and accuracy due to the intervention of project-centered pedagogy? 4.​ What is the overall influence of the project-centered pedagogy on students’ grammatical competencies and accuracy? 37  NATIONAL TEACHERS COLLEGE Hypothesis The present study will test the following statistical hypothesis at a 0.05 level of significance. H0: There is no significant difference between the pre-survey and post-survey results of the grade 11 students. Scope and Limitation of the Study This section describes whether the study is limited to a specific geographical area or people, or to only certain aspects of the situation. It discusses if there are any aspects of the problem the researcher will not discuss, and any factors, conditions, or circumstances that will prevent the researcher from achieving all his/her objectives. This research study focuses on the influence of implementing collaborative, real-world projects into grammar instruction to improve senior high school students' language proficiency and critical thinking abilities. In order to evaluate the respondents’ grammatical competencies, an interview that assesses their grammatical accuracy based on the cognitive, affective, and psychomotor domains of learning through the use of creating a travelogue shall be conducted. Assessing these three domains is crucial because it gives teachers a comprehensive understanding of their students’ level of grammar proficiency. The researchers intentionally used the three domains of learning because these are the building blocks of acquiring knowledge. Beyond discussing its importance for academic success, this study presents helpful insights for reconsidering curricular reforms. Key variables under this study include teaching methods used by the student-teachers, instructions and current curriculum used by the institution, levels of student involvement, 38  NATIONAL TEACHERS COLLEGE perceptions of grammar education's effectiveness, and development of grammatical proficiency. Also, project-based learning heavily emphasizes actively engaging students in hands-on, experiential learning activities that cater to the students’ cognitive development (critical thinking and problem solving), psychomotor development (physical activity), and social development (collaboration and relationship building). Consequently, it encourages students to engage with real-world contexts and prioritizes student-driven learning experiences and outcomes. All of these are within the scope of the abovementioned learning strategy. However, the limitations include the significant time required for the planning and implementation of project-centered pedagogy, the need for high levels of teacher facilitation, and the possibility that it may not comprehensively cover all curriculum standards as traditional methods do. The researchers will use the Grade 11 students of the senior high department of the National Teachers College for the school year 2024-2025 as the respondents of the present study. The participants of this study will answer the 15-item survey questions. The questions will revolve on the three domains of learning. The cognitive, affective and the psychomotor. The Grade 11 students will be examined by this study and the efficiency of project-centered pedagogy whether it is effective or not in teaching grammar to students. This study did not cover the other aspects of English language fluency and proficiency, such as auditory skills (listening), and writing an essay. By focusing on one aspect, in this case, grammatical proficiency, will allow the researchers for a more in-depth analysis of that particular aspect without affecting the researcher’s focus. It will allow the researcher to provide valuable insights that will contribute to the existing information in that specific area of study. Moreover, 39  NATIONAL TEACHERS COLLEGE limitations such as insufficient sample size and limited financial resources can significantly affect the process of conducting a comparative study that includes multiple aspects of English language proficiency. By narrowing the scope to grammar proficiency, the researchers can optimize resources and maximize the studies' effectiveness. Significance of the study The purpose of the study is to collect vital information and perspectives on the topic from selected respondents as well as pertinent studies and theses for their anticipated significance to the following people: Curriculum Developers. The study's findings can guide curriculum development by analyzing the influence of project-based learning in terms of grammatical accuracy, resulting in more enhanced student-centered learning materials and resources. Department of Education (DepEd). The study can help the Department of Education to address some developmental needs in the curriculum by recognizing the value of project-based learning in enhancing the grammatical accuracy of Grade 11 students, to promote a student-centered learning environment where they can use this study as a guide to empower students and to support development of professional teachers encouraging the exploration of new methods in teaching. Future Researchers. The study can guide future researchers in refining techniques and adjusting instructional materials and strategies using this study to identify the best practices in promoting a project-based and fun learning environment for grammar learning for senior high 40  NATIONAL TEACHERS COLLEGE school students. National Teachers College. The study can help the school to increase the promotion of learning by doing and exploring as one of its core values, enhancement of the curriculum by recognizing the value of project-based learning, informing the faculty about newly found effective teaching methods, and contributing new knowledge in the school of education. Parents. The parents or guardians of the senior high school students will benefit indirectly from the findings of the study through improved experience in their children’s academics since students are more confident of their overall academic performance and success when they are engaged and successful in learning grammar. Students. This study will help students have a more relevant and engaging approach to learning grammar. This offers a holistic development in grammar learning wherein students will not just develop grammar proficiency but also teamwork, problem-solving skills, and communication through the project-centered approach, especially the senior high school students, who are the primary beneficiaries of the study, which then should lead the said students to improved language skills and academic success that they can apply in real-life situations. Teachers. This study can help teachers gain valuable insights in the project-centered approach to teaching grammar, which can help develop more engaging strategies. This can inform teacher training programs, offer new approaches to grammar instruction, and improve student learning outcomes. It can also update training programs, equip preservice teachers with the latest methods, and help policymakers decide language education policies, including integrating project-centered pedagogy into school curricula. 41  NATIONAL TEACHERS COLLEGE Definition of Terms The following terms are further defined either operationally or conceptually: Affective Domain - refers to the domain of learning skills that involve fostering the appropriate emotional responses of learners. (Indeed.com, 2024) Cognitive Domain - refers to the set of intellectual skills focused on how learners apply their knowledge. (Indeed.com, 2024) Grammatical competence - refers to an individual's capacity to effectively comprehend and express meaning through creating and recognizing words, phrases, and sentences. (CourseHero, 2021) Influence - refers to the power or capacity in causing an effect in indirect or intangible ways. (Merriam-Webster, 2024) Pedagogy - these are the strategies, methods, techniques, and direct application of educational content to create an effective learning environment. (Britannica, 2024) Project-based learning - is a learner-centered approach wherein learners gain knowledge and skills through projects that respond to problems in the real world. (My eLearning World, 2023) Psychomotor Domain - this refers to the domain of learning skills that involve the utilization of physical skills and improving the physical performance of learners in doing daily tasks. (Indeed.com, 2024) 42  NATIONAL TEACHERS COLLEGE CHAPTER 2 METHODOLOGY This chapter presents the summary and method of research design. It addresses the study’s respondents and setting, sampling techniques, instrumentation, data collection process, and statistical tools for the study data treatment. Research Design The present study will utilize a qualitative approach, as stated by Voxco (2021) Qualitative approach is an innovative strategy that helps to investigate the various aspects of human personality, ideas, and experiences. This approach is good for exploring the reasons and processes of behavior and perspectives. The qualitative approach allows the participants to explain their opinions in their answers. The investigation has the required participants of Grade 11 students, the chosen respondents have to answer survey questions, in order for the researchers to extract the data. The researchers through the utilization of Qualitative design will look for an existing group of respondents rather than allocating them randomly to both the control group and the experimental group. The Pre-survey focuses on an assessment measurement given to the respondents before they have been given some sort of treatment in part of the study research, whereas the post-survey is a measurement given after they have received the treatment for the study. The goal of the pre-survey and post-survey design is to organize the cause-and-effect relationships. In this 43  NATIONAL TEACHERS COLLEGE study, the researchers will utilize a grammar test that would assess their understanding about grammar. In order for the researchers to determine the influence of Project Based Pedagogy among grade 11 students of the National Teachers College the respondent will answer grammar questions provided by the researcher. This design presumed needed data in order for the researcher to evaluate the influence of Project Based Pedagogy in grammar accuracy of grade 11 students of The National Teachers College. The study is centered around the use of project-centered pedagogy, in which the researchers used a Qualitative design, in order for the investigators to amplify the extent of pre-survey and post-survey examination of grade 11 students. The existing test taken by the students is partitioned in two groups, contained with 50 respondents each, the test takers are allowed to answer both exams, on the other hand, the researchers will facilitate the use of both pre-survey and post-survey examination for both parties in the study, Furthermore, both pre-survey and post-survey will contain 15 items each in grammar test. The pre-survey post-survey design was used in the study to compare their results, pre-survey examination results of the students served as the preliminary foundation of assessment for researchers, in order to provide an evaluation for the grammar competency and accuracy of their respondents without the presence of project-centered treatment, while the post-survey examination was used to further provide data for the influence of project-based teaching in grammar accuracy. The goal of this study is to know how influential the project-centered pedagogy is in grammatical accuracy of the grade 11 students of The National Teachers College. 44  NATIONAL TEACHERS COLLEGE Population and Sampling The population of this study is senior high school students, specifically the Humanity and Social Sciences eleventh-grade students studying at NTC for the school year 2024-2025. The purposive sampling technique under non-probability sampling is used in designating the study population to assess their grammatical competence and proficiency level. Using purposive sampling, which is sometimes referred to as judgment or expert sampling, an intentional selection of participants based on specific qualities they have will be conducted. The very purpose of this sampling technique, despite the fact that this technique is highly appropriate for qualitative research, is to let the researchers deliberately focus on a specific target population, especially when it demands a certain need for knowledge, experience, and expertise. (Makawana, Engineer, Dabhi & Chudasama, 2024). This sampling involves identifying and selecting people-to-be participants who may be prone to research bias because it will be up to the researcher’s criteria and judgment. Despite the risk of having a bias due to its specific demand, this allows the researcher to concentrate and focus on individuals who possess specific and/or rare characteristics, experiences, and knowledge that make them more qualified to assist and support the research being studied—which can result in profound insights. It is also convenient for researchers because it is convenient, low-cost and not time-consuming. The written article by Ahmed (2024) entitled “Research Methodology Simplified: How to Choose the Right Sampling Technique and Determine the Appropriate Sample Size for Research” mentioned these aforementioned specific strengths of the purposive sampling method. 45  NATIONAL TEACHERS COLLEGE The respondents will be purposely selected after thorough filtering to avoid research bias. Under purposive sampling, the researchers will use homogenous sampling to determine the sample participants and achieve a homogenous sample. These homogenous samples pertain to people with the same characteristics or traits, such as age, sex, and background. In this study, the researchers have criteria for selecting the participants: age, grade level, school, and secondary language background (can speak, write, and read English). The key advantage of having these specific characteristics as a criterion is that it gives clear generalizability compared to other sampling methods. Thus, having a bias in terms of collecting sociodemographic features of the target population is present, but the restrictions defined by the purposive nature of the sample will somehow lessen the bias. While the internal validity of this sample technique will certainly be high, the external validity will be more constrained the more purposeful the sample is (Andrade, 2020). Consequently, the findings of this study using this sampling method will be more aligned as it generalizes to senior high school students, which are the grade 11 students; therefore, selecting a homogenous sample of grade 11 students ensures that the findings are directly related, accurate, valid, and precise to the study’s objectives. Respondents of the Study The respondents of this study are the senior high school students of NTC located at 629 J. Nepomuceno Street, Quiapo Manila, Philippines. The researchers purposely chose from the population of senior high school students, specifically the grade 11 of Humanitarian and Social Studies (HUMSS) students. They must be enrolled in the year 2024-2025 in the said institution to correlate and implement this study accurately. The participants mentioned in this study will be 46  NATIONAL TEACHERS COLLEGE selected from four (4) sections of grade 11, with 50 students in each section. The researchers assumed a total population of 200 respondents. Due to the confidentiality of the student's information, the researchers are still writing a letter of intent, along with the authorized individuals, to help us gain permission from the registrar to gather the accurate number of the 11th-grade population properly. Grade 11 students are not only learning the basics of language at this critical point in their education, but they are also starting to use these ideas in more complex ways, both in speech and writing. They are improving their language skills, making them an excellent group for academic studies focusing on language learning. They already understand basic grammar structures like sentence structure, parts of speech, and verb tenses. This gives researchers a good starting point for judging their language skills and finding places where language education programs could improve. Also, many places provide standardized survey tests in 11th grade, giving this age group a unique chance for researchers to connect the results with the students' language skills. In addition, students this age are usually better able to understand what research studies are about and what they mean, so they give more reliable agreement and answers than younger students. This group of factors makes it clear why experts are focusing on 11th graders to both support and expand our knowledge of how to teach languages effectively. Building a solid foundation is crucial as it marks the beginning of the student's growth and progress as a secondary student. Another important thing is that educators pay more attention to developing the students' knowledge of grammar. This study will enhance students' grammatical competence, preparing them for their next grade level and future learning. 47  NATIONAL TEACHERS COLLEGE Moreover, since the researchers used homogenous sampling under the purposive sampling method, they must meet these required specifications. Research Instrument The research instrumentation includes three domains of learning which are cognitive, affective and psychomotor that will serve as the basis of the content included in the questionnaire. The mentioned method of data collection is a survey questionnaire in the form of a structured multiple-choice grammar test consisting of 15 items that has been divided into three learning domains with 5 questions each: Part I, Part II, and Part III. Each part consists of the three above-mentioned specific learning domains, Part I is for the area of cognitive, Part II is for the area of affective, and Part III is for the area of psychomotor. The post-survey and pre-survey will be conducted via face-to-face. The research instrument for this study will undergo validity and reliability testing. Three experts will be asked to check the validity of the instrument that will be used in this study. These experts will be using the following validation criteria: (1) clarity, (2) organization, (3) suitability, (4) objective, and (5) purpose (Eshlaghy, Chitsaz, Karimian, and Charkhchi, 2011). Test items that will not meet the identified criteria will be revised or rejected. After undergoing validity testing, the research instrument will also be subjected to reliability testing using the Split-half method and the Spearman-Brown prophecy formula. 48  NATIONAL TEACHERS COLLEGE Where: rfull = full length estimation rhalf = split half reliability (odd and even) Cronbach’s Alpha Interpretation Reliability Coefficient Interpretation 0.90 and Up Excellent 0.80 – 0.89 Good 0.70 – 0.79 Adequate Below 0.70 May Have Limited Applicability According to Frey (2018), this type of reliability testing involves splitting the test into halves (odd and even) and comparing the results on the two halves of the test. Data Gathering Procedure The research study data-gathering procedure will be implemented for the first semester of 2024-2025; this process can guarantee the reliability and validity of the collected data, measuring the impact of the project-centered pedagogy on the students’ grammar. The following step will 49  NATIONAL TEACHERS COLLEGE be executed to give access to all the documents, and a permission letter will be submitted. This procedure is necessary to prove the eligibility of the research process and question the authenticity and accompanying rules of conducting this process in any higher educational institution. In a subsequent stage, after receiving the permission letter, the research team will communicate with The National Teachers College senior high school department principal, coordinator, and teachers; this process is essential communication, which should inform the senior high school department of the intention of the research team and politely ask them to cooperate because the researcher will use their class and students to conduct their study. They include project-centered pedagogy as a methodology for the grammar part of the lesson as a complete unit. An entire unit does not take long; it is a series of activities and tasks that can’t exceed a week or two. First, the research team will acquire informed consent or permission from the students and the student's parents or legal guardians ethically. This method involves the administration of consent forms explaining the target of the research and the procedure used. It is an essential ethical method in a study because it shows one’s privacy and rights concerning the participants, so the approval of their parents and guardians is necessary. Secondly, the students must be given a pre-survey before initiating the intervention of the project-centered teaching method. A pre-survey was conducted at the first onset to assess the student’s grammatical confidence and experience in speaking English. This will clarify the study's primary objective because the research team will be able to familiarize the students with the study's primary purpose and ensure that the students grasp the purpose of the pre-survey and 50  NATIONAL TEACHERS COLLEGE the teaching technique used. Upon completing the identified unit, a post-survey will be conducted by applying the project-centered pedagogy intervention acquired by the students in the teaching process and activities that they will need to accomplish after the intervention of the project-centered pedagogy. A survey will assess whether there is any difference or improvement in students’ grammatical competence in the intervention of a project-centered pedagogy teaching methodology. Similarly to the pre-survey stage, the students will be notified of the survey's intention and significance to promote transparency and comprehension. By planning and implementing each step of the data-collection process, such as the permission letters, pre-survey, and post-survey, the research team seeks to comprehensively substantiate the effectiveness of the project-centered pedagogy in developing the grammatical competence of Grade 11 learners of Humanitarian and Social Studies (HUMSS). Such rigorous application makes the data more credible, reliable, and valid and lays the groundwork for gathering meaningful knowledge on the outcomes of the study’s intervention. Data analysis The qualitative method will be conducted based on the results of pre-survey and post-surveys taken by students at The National Teachers College. The pre-survey will be administered before implementing the project-centered pedagogy approach, and it will determine the existing level of students’ grammatical skills. This test will later be necessary to compare the outcomes and persuade the effectiveness of the pedagogical intervention. The post-survey was taken after the course completion. This test will aim to identify the improvement in grammatical skills and, therefore, directly indicate whether the project-centered pedagogy is effective. The 51  NATIONAL TEACHERS COLLEGE analysis of the data to be collected will reveal a statistically significant improvement in the post-survey results of the experimental group compared to their pre-survey results. Suppose the mean score for the experimental group was notably higher than the pre-survey examination. In that case, it can be proved that applying project-centered pedagogy in teaching grammar will positively affect the students’ grammatical skills. However, if the project-centered pedagogy intervention proves to be ineffective, evidenced by a post-survey result that is lower than the pre-survey, it would indicate that this research study does not positively impact the students’ grammatical skills using the project-centered pedagogy. Statistical Treatment of Data The statistical procedures were used to interpret the data gathered from the respondents of the study. 1.​ To determine the level of grammatical competence of the respondents and their level of competence in each specific area of the grammar test before and after being exposed to a pedagogy-centered teaching pedagogy, the researchers will use the descriptive statistical analysis through mean and rating category. Mean. It is the sum of all values in a data set divided by the total number of values. It is also known as the “average” (Bhandari, 2020). ∑𝒙 𝑀𝑒𝑎𝑛 = 𝑁 Where: 52  NATIONAL TEACHERS COLLEGE M = Mean​ ∑X = Summation of each test results​ N = Total number of frequencies The following rating of the category will be used to interpret the level of grammar knowledge of the students and their performance before and after implementing the project-centered teaching pedagogy. Range Verbal Interpretation 15.01-20.00 Mastered 10.01-15.00 Proficient 5.01-10.00 Familiar 0.00-5.00 Amateur Mastered. It pertains to the level of grammar knowledge of the students in which it means that they can comprehend and they have a good grammar construction with nearly no mistakes (Sioco & De Vera, 2018). Proficient. This refers to the grammatical competence of the student wherein they are proficient and can understand the grammatical concepts. Students can consistently apply grammatical rules in writing and speech (Sioco & De Vera, 2018). Familiar. It refers to the student that recognizes basic grammar concepts. But, has difficulty explaining or applying grammatical rules in writing and speaking (Sioco & De Vera, 2018). 53  NATIONAL TEACHERS COLLEGE Amateur. Refers to the grammatical level of the students wherein the students use grammar concepts incorrectly. Struggles in grammar constructions (Sioco & De Vera, 2018). 2.​ To determine if there is a significant difference between pre-survey and post-survey mean results of the controlled and experimental groups of the grade 11 students, the researchers will use t-test. This method will assist the researchers to assess whether the differences in mean results before and after the intervention are statistically significant. A Paired T-test will be used to analyze the differences between pre-survey and post-survey results. To use the t-test statistical analysis, the data requires the mean, standard deviation​ and mean differences of the pre-survey and post-survey results of the student. Assuming that the researchers have already calculated the required data, this formula by Gosset (1908) will be used: ∑𝑑 𝑡 = 2 2 𝑛(Σ 𝑑 ) − (Σ𝑑) 𝑛−1 Where: 𝑑 = difference per paired value 𝑛 = number of samples ∑𝑑 = sum of the difference 54  NATIONAL TEACHERS COLLEGE The p-value will allow the researchers to see how often they would expect to see a difference in results that large or larger simply by chance. However, it is important to point out that this study is based on a hypothetical view that the project centered pedagogy had in fact an effect on the grammatical understanding of the students, since they were able to infer that from the text, so this is how a statistical significant outcome will (often represented as a p-value less than 0.05). References Aguion, M. a. R., Baraña, J. a. B., Valderrama, C., De La Cruz Sawalmeh, A. Y., & Ilustre, R. G. (2021b). Language Acquisition: The Role of Grammar Acquisition and Instruction in Second Language Teaching and Learning. 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