Acceptability and Effectiveness of Inquiry-Based Genetics Module on the Academic Performance of Grade 11-STEM Students in General Biology 1

Abstract

INTRODUCTION

Biology is an interesting and fascinating field of study. It gives us insights into the wonderful world of nature and the reasons behind each phenomenon. The inquiry-based Genetics module takes pleasure not only for developing scientific literacy but also inquiry skills among senior high school(SHS) students. The use of the inquiry approach to learning topics in this activity-based module enables the learners to find and use a variety of sources of information and ideas in promoting and improving their understanding of a given problem, topic or issue of importance. Through investigation, exploration, and research, learners' involvement with personal, social, and environmental issues are likewise enhanced.

METHODS

The mixed method of research was employed in this study. Likewise, a quasi-experimental design was used in determining the significant effect of the Inquiry-based Genetics Module on the academic performance of 41 purposively selected Grade 11-STEM students of Looc Integrated School during the SY 2017-2018. Pre-and post-tests served as the research instrument and the data collected were analyzed using the t-test. The qualitative design was employed in determining the students' perception of the Inquiry-based Genetics Module through an interview. The data collected were analyzed through thematic coding. Then, a survey questionnaire was utilized to identify the acceptability and validity of the Inquiry-based Genetics Module among the respondents and experts in the field.

RESULTS

The statistical analysis revealed a significant difference between the pre-test and post-test scores of students (p-value 6.502 x10-26< 0.05 α). The thematic analysis showed that the respondents agreed that "The module was very clear and easy to understand" (100%); that "The activities were interactive and enjoyable" (97.56%); and that "The activities are engaging, required analytical skills, and challenging" (92.68%). The Inquiry-based Genetics Module was also found highly acceptable with very high validity based on respondents' and field experts' evaluation.

DISCUSSIONS

The results reveal that the use of Inquiry-based Genetics Module in teaching General Biology 1 created a significant change in the learners' academic performance and perception in Biology. This module likewise serves as an avenue for a more challenging and enjoyable way of learning wherein scientific literacy and inquiry and analytical skills are altogether improved.