Issues-Oriented Approach: Effects on Students’ Concept Reconstruction and Achievement in Biology

Mariam A. Sunggod

Abstract


This quasi-experimental study was undertaken to determine the effects of the issues-oriented approach (IOA) on concepts reconstruction and achievement of students towards Biology. This study utilized both quantitative and qualitative methods of research specifically pretest – posttest control group design. Two (2) comparable intact sections of grade eight junior high school students at Mindanao State University- Integrated Laboratory School (MSU- ILS) were involved in this study. Data were gathered using the concept map, achievement test, journal writing, and interview. The data gathered were analyzed statistically using t-Test and Pearson Correlation Coefficient. Findings showed that both groups hold many misconceptions on the selected topics in Biology before and still even after the intervention but it considerably decreased in the experimental group. In reconstructing students’ concept in Biology, the issues-oriented approach (IOA) group significantly performed better compared to the traditional lecture-based approach (TLBA) group. Thus, it can be concluded that the issues-oriented approach (IOA) in teaching Biology has a positive effect on the achievement of students, as well as on the concepts reconstruction of the students. The results imply that IOA lead to better understanding of some biological concepts as revealed in the refinement and reconstruction of the concepts of the students and their higher achievement in biology on the topics regarding Ecology, Taxonomy, and Evolution. It is then recommended that science teachers in different grade eight junior high school students use this kind of method as one mode of their teaching instructions, in order for the students to become issues-oriented and increase awareness to their environment.


Keywords


Achievement, Concept Reconstruction, and Issues-Oriented Approach

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References


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