Effectiveness of Teaching Methods (Project-Based Learning (PBL) and Inquiry-Based Learning (IBL)) on Student Learning Outcomes among Grade 6 Students

Abstract

This study aimed to compare the effectiveness of three teaching methods—Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) on student learning outcomes among Grade 6 students. A comparative research design was employed to assess which method yields better academic performance and engagement. The sample consisted of 30 students from a City District Government School, selected through purposive sampling. Pre-tests and post-tests were administered to evaluate improvements in learning outcomes. The results indicated variations in effectiveness among the methods, with Project-Based Learning showing the highest gains in student understanding and application of knowledge, followed by Inquiry-Based Learning. The findings highlight the potential of active, student-centered approaches to enhance learning, especially when tailored to the needs and contexts of the learners. This study contributes to the growing body of research on innovative pedagogical strategies in public sector schools and provides practical implications for curriculum designers and educators.