Abstract

Real-world tasks can turn classroom concepts into usable skills. This manuscript explored how contextualized project-based learning could be examined in Grade 6 Edukasyong Pantahanan at Pangkabuhayan/Technology and Livelihood Education at Rufino Alawas Elementary School, Atok, Benguet. The proposed four-week intervention focused on planning, safely conducting, and evaluating seedling-propagation activities using locally appropriate materials. A quantitative one-group pretest–posttest framework was modeled using 30 synthetic learner records. Practical performance was represented by a 20-point analytic rubric measuring project planning, tool safety, propagation procedures, and seedling-care decisions. Learning engagement was represented by a 10-item questionnaire scored from 10 to 50. All learner scores were; no school participants were assessed. In this dataset, mean practical performance rose from 10.10 to 13.80, and engagement rose from 30.60 to 35.87. Paired-samples tests indicated differences within the synthetic records (both p < .001). These calculations illustrate transparent analysis and reporting; they do not demonstrate real intervention effectiveness. The proposed approach emphasizes meaningful local tasks, teacher scaffolding, clear performance criteria, and responsible assessment. Future field implementation requires institutional permissions, parental consent, learner assent, validated instruments, and preferably a comparison group to evaluate educational impact with stronger evidence. This approach also foregrounds practical assessment over recall-based testing.