<![CDATA[Specialized science, technology, engineering, and mathematics (STEM) high schools provide intensive learning experiences for advanced learners. At the core of these STEM schools is a project-based (research) curriculum that aims to foster research culture among learners, creating critical thinkers and problem-solvers, preparing them to be globally competitive STEM professionals in the future. The Philippine STEM junior high schools system and Japan’s Super Science High (SSH) are amongst implementers of the project-based (research) curricula. Hence, this paper sought to conduct a critical review of these project-based curricula through quantitative analysis of Filipino and Japanese teachers’ perceptions of its effectiveness along the four dimensions of Tyler’s Objective-centered Model for curricular evaluation. Findings show similarities and significant differences in the perception of the project-based curricula' effectiveness between Filipino and Japanese teachers along the four dimensions of Tyler’s Objective-centered Model: (1) learning objectives; (2) learning experiences; (3) organization of learning experiences; and (4) evaluation methods.]]>
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