EFFECTIVENESS OF MOOCS INTEGRATED WITH PROJECT-BASED LEARNING ON ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study examines the effectiveness of integrating Massive Open Online Courses 
(MOOCs) with Project-Based Learning (PBL) to enhance academic achievement among 
secondary school students. The study proposes a structured MOOC–PBL instructional model 
that combines accessible digital learning resources with curriculum-aligned project activities 
to support students’ conceptual understanding, knowledge acquisition, retention, and 
examination performance. A quantitative quasi-experimental pre-test–post-test control
group design is proposed, involving 305 students from four secondary schools. Academic 
achievement is assessed using a standardized 25-item objective achievement test, while 
student engagement is considered as a supporting learning variable. The proposed approach 
positions MOOCs as supplementary digital learning resources that provide students with 
structured subject content and flexible access to learning materials, while PBL provides an 
organised classroom framework for applying curriculum-based knowledge through project 
activities. The integration of these approaches is expected to create a more structured and 
engaging learning environment and contribute to improved academic outcomes. The study is 
particularly relevant to secondary education because the combination of digital resources and 
project-based instructional practices can support curriculum delivery while providing students 
with additional opportunities to reinforce subject knowledge. The research is expected to 
provide empirical evidence regarding the effectiveness of the integrated MOOC–PBL approach 
and offer practical implications for teachers, schools, and educational planners seeking 
technology-supported strategies to improve students’ academic achievement.