Abstract

• The main purpose of the study was to investigate the effectiveness of project-based learning in teaching biology at Basic Education High School Level. An experiment was conducted with 70 Grade 10 students from No. 1 Basic Education High School, Amarapura and 69 Grade 10 students from No. 2 Basic Education High School, Amarapura of 2023-2024 Academic Year. In this study, one of the Quasi-Experimental Designs, “Nonequivalent Control Group Design” was used. Students are divided into two groups: experimental and control groups. Experimental groups were provided with project-based learning and control groups were provided with ITPR procedure. Pretest, posttest and survey questionnaire are used as instrumentations. Pretest was conducted to know the basic biological knowledge between control groups and experimental groups. According to the result of pretest mean scores, it was found that there was a significant difference between control and experimental groups in both selected schools. Therefore, posttest mean scores were analyzed by using analysis of covariance (ANCOVA) to determine whether there are significant differences between experimental groups and control groups according to the Bloom’s taxonomy of cognitive domain. The result of posttest mean scores indicated that there were no significant differences between experimental group and control group in terms of remembering level. However, there were significant differences between two groups in terms of understanding, applying, analyzing and evaluating levels and overall biology achievement scores. Moreover, to interpret students’ attitude towards project-based learning, questionnaire was used. According to the students’ responses of questionnaire, students had positive attitude towards project-based learning. The study suggested that project-based learning is exactly a harmonious teaching method for hands-on biology activities.