This study would to determine the relationship and effects of project-based learning in science on students involvement and performance. Specifically, it sought to identify the level of utilizing project-based learning, level of student learning involvement while utilizing project-based learning, and the level of students performance. The study adopted the descriptive approach and quantitative method. Simple random sampling was applied from a population of 100 students that served as respondents of this study. The instrument used in the study was a survey questionnaire-checklist and 50-items test. The questionnaire and test were research-made instrument devised to further explore effects of project-based learning in science on students learning involvement and performance. In order to analyze and interpret the data gathered, weighted mean, standard deviation, Pearson r correlation and regression analysis were utilized in the study. In addition, the study shows the relationship between project-based learning and students learning involvement has no significant relationship. Thus, the researcher therefore concludes that the research hypothesis stating that there is no significant relationship between project-based learning and students learning involvement is accepted. The second hypothesis results in a significant difference on students performance before and after using project-based learning. Thus, the researcher therefore concludes that the research hypothesis stating that “There is no significant difference on students performance before and after using project-based learning is rejected.  The school should may provide teachers with valuable insights into effective methods for teaching science in laboratory classrooms, encouraging interactive and collaborative learning to stimulate various student skills. The teachers should identify effective learning competencies by reinforcing the integration of project-based learning in science laboratory classrooms, promoting ongoing innovation in educational practices. For future researchers, it is highly suggested to explore new dimensions and inspiring contributions for the next generation.

project-based learning;

interactive learning

collaborative learning