Impact of Project Method on Students' Achievement in Science Learning

Abstract

This study carried out to find the impact of project method on student-centered teaching approach in  biology at community schools in Nepal.  The research used a quasi-experimental design involving experimental and non-experimental groups to compare achievement outcomes. All 9^th grade students were population of the study and 50 students were selected as the sample. Quantitative data from pre- and post-tests and qualitative data from classroom observations and interviews reveal that students taught through the JIGSAW method demonstrated higher academic achievement and greater classroom engagement. The project method fosters essential skills such as leadership, communication, collaboration, and critical thinking, promoting a deeper understanding of biology. The findings highlight the need to shift from conventional to student-centered pedagogies to meet the demands of a modern, science-driven society. This research fills a critical gap by providing empirical evidence on the practical application and impact of project-based learning in Nepalese secondary science education.