INTEGRATING SYSTEMS THINKING AND PROJECT BASED LEARNING IN SUPPORTING BASIC PSYCHOLOGICAL NEEDS: A PROPOSED MODEL FOR FILIPINO STEM STUDENTS

Abstract

Using a qualitative exploratory methodology, within a constructivism paradigm, this study investigated the effect of a Science Technology Engineering and Mathematics (STEM) project-based Learning (PjBL) with integrated elements of systems thinking model, through the affective lens of Self-Determination Theory (SDT), on participants’ self-determined behaviors at a junior high school in Antipolo City, Philippines. The research applied the theoretical perspectives of SDT and qualitatively examined its effect on students’ autonomy, competence, and relatedness. Subject narratives revealed patterns of their motivation progression on an established motivation continuum, and how the program, as designed, supported their acquisition of the various elements of self-determination after being exposed to the program. The research found out that the characteristics and nature of the model, in contrast to traditional interventions, reinforced students’ self-determination and motivation, not just in their academic outlook, but also their lived realities outside the school. Limitations, contemporary classroom implications, results, and the design of future studies are similarly discussed.