Activating Prior Knowledge of Grade 10 students in Genetics Lessons through Model-Me-Up Activities

Abstract

INTRODUCTION

Cognitive learning theory states that students build new knowledge based on their prior knowledge. Prior knowledge provides an anchor to assimilate new knowledge into the cognitive structure (schemata). Based from the conducted pre-test to the Grade 10 students of Margarita K. Yusingco National High School (MKYNHS), the result showed that 70% (56 of 80 students) were still unable to master some of the important key points on the basic concepts of Genetics. To address this problem, an intervention called "Model-me-up" Activities was to be implemented by the researcher. The purpose of this intervention is to determine the feasibility of eliciting students prior knowledge using a variety of model-me-up activities and strategies to place students in a more responsible position for their learning.

METHODS

The participants of the study were the 22 identified Grade 10 students of Margarita K. Yusingco National High School. This study used the Pre-test and Post-test result of the identified 22 Grade 10 students as a primary tool in gathering the data. Pre-test and post-test were used as a direct measure of the innovation applied with the use of model-me-up activities to improve their academic performance. The study utilized the descriptive research design. It is descriptive in the sense that the study described the importance of model-me-up activities implementation and by comparing the pre-test-post-test mean percentage scores if they have a significant difference. This study used purposive sampling in selecting recipients of the study. There were 80 students who took the pre-test-and post-test but the researcher deliberately selected only 22 students whose pre-test result has an average score of 17. Both tests were used as the basis of the study.

RESULTS

After the application of the Model-me-up intervention, the data gathered from the study resulted that there was a significant increase in their post-test result. The students' prior knowledge helped them better relate or compare their ideas with scientific explanations and enhanced their own understanding of the science concepts.

DISCUSSIONS

Based on the gathered results, there was meaningful learning that happened after the intervention. The learners were able to recognize what was being taught and formed some connection with existing knowledge. Therefore, a paramount factor in any meaningful learning is what has previously been learned.