Problem-Based Learning Approach: Effect On Achievement In Genetics Among Grade 12 Students

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Garry Vanz V. Blancia, Eddie G. Fetalvero (Ph.D.)



The Philippine K-12 Science Education Framework stressed the importance of improving scientific knowledge through various pedagogies including the Problem-Based Learning Approach (PBLA). In this study, the effect of PBLA on achievement in Genetics among grade 12 Science, Technology, Engineering, and Mathematics (STEM) students was investigated. Two intact classes of 42 students each were compared using the non-equivalent pretest-posttest control group quasi-experimental design. One group used Conventional Teaching Approach (CTA) while the other employed the Problem-Based Learning Approach (PBLA). In PBLA, students were exposed to the following components of science instruction: overview of general concept; presentation of authentic problem; execution of PBL in groups; and Reflection. The data were collected using a validated and reliability tested researcher-made Achievement Test in Genetics (ATG). Videos and journal entries were used as additional data sources. Using the respective pretest mean score of and AGT as covariate, One-Way Analysis of Covariance was used in testing the effect of PBLA approach. The study concluded that PBLA is effective in improving students’ achievement in Genetics (ηp2 = 0.64). It is recommended that a longer investigation using PBLA may be done to ensure that the dosage of intervention is adequate. The protocols, instruments, and activities developed from this study may be used by other teachers should they opt to adapt PBLA in their respective classes.

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