Vital to Project-Based Learning (PBL) approach is the emphasis that leaning is most effective when learners put theory into practice. This research established what PBL approach in teaching Chemistry can contribute in learner’s skills and competencies and determined the benefits and challenges in the utilization of PBL. This is an experimental research which utilized the Quasi-experimental research design specifically the Non-equivalent Control Group Design with Pretest and Posttest. There were twenty-five (25) research respondents in experimental group and twenty-five (25) research respondents in the control group. The experimental group was exposed to project-based learning method while the control group was exposed to conventional approach. The reliability and validated – tested pretest were given prior to their exposure to PBL and conventional Approach methods. Posttest was administered after the instructional interference. The data collected from the pretest and posttest performance were analyzed using the mean, t-test, and z-test. Based on the results of the pre-test and post-test of Conventional Approach and PBL groups, a significant difference exists between the academic performance of learners exposed to each group, in favor to Project-based learning group. According to the interview conducted by the researcher, the evident challenges for both learners and teacher were the Clarity of Instruction, Focus of the students to learn, Time Management, Knowledge of Technology Used, Facilitative Skills; and the benefits were: Collaborative Learning with the students, Social participation, Strengthen the bond between students, Critical Thinking Skills. As discovered in the findings of the study, Project-Based Learning is an effective teaching strategy that can be utilized in teaching chemistry to enhance the performance of the learners when it comes to academic.
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