CHAPTER I

INTRODUCTION

1.1 Background of the Study

The students have the idea that learning Biology especially at secondary
level is a pile of memorization that could absorb more of their time compare to other
subjects. Students have the opportunity to make connections and develop a big
picture concepts rather than just memorizing many facts. These could happen
through searching and finding out effective strategies that could stimulate the ability
of the students. Improving the learning of the students is not just on one area of
studying but also through other strategies that could help students inculcate greater
depth of understanding. A good learning strategy is very essential to both students
and teachers because both of them has chances to develop a better understanding
and encourages an excellent learning among them.
Strategies are most effective when they are applied in positive, supportive
environments where there is recognition of the emotional, social and physical needs
of students and where individual strengths are recognized, nurtured, and developed.
A lot of teaching strategies being used by many teachers is just to impart knowledge
to many students.
To learn problem solving is to learn how to learn. The most convenient
approach with regard to reaching this aim in teaching and learning environments is
the problem-based learning taken part in active learning. The basis of problem-
based learning is rooted in Dewey’s “learning by doing and experiencing” principle.
The problem-based learning is an active learning which enables the student to
become aware of and determine his/her problem solving ability and learning needs,
to learn to learn, to be able to make knowledge operative and to perform group
works “in the face of real life problems”.
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It was therefore quite imperative to look for those active learning teaching
approaches, which could make the teaching of Biology more useful, interesting and
meaningful. The researcher therefor intended to see the effects of problem-based
active learning in Biology on students’ academic achievement, attitude and
conceptual understanding in the selected schools in Iligan City.
We do live in interesting time ― students can now access massive amounts
of information that was unheard-of a decade ago, and there are more than enough
problems to choose from in a range of disciplines. It is vitally important that current
and future generations of students experience a problem-based learning approach
and engage in constructive solution-seeking activities. The bar has been raised as
the 21st century gathers momentum and more than ever, higher-order thinking skills,
self-regulated learning habits, and problem-solving skills are necessary for all
students. Providing students with opportunities to develop and refine these skills
will take the efforts of many individuals.

1.2 Statement of the Problem

This study aims to investigate the effects of problem-based active learning

in Biology education on students’ achievement, attitude and concept learning. This
study purposed to answer the following questions:

1. What are the multimedia resources on Genetics adopted based on the

following criteria:
a) Introduction
b) Content
c) Technical Aspects
2. How are the problem-solving activities on Genetics developed?
2.1 What are the learning competencies on Genetics included in the
problem-solving activities?
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2.2 What are the ratings, comments and suggestions of:

a) the content evaluators
b) science education evaluators
2.3 What are the ratings in the Readability Tests?
a) Flesch Kincaid
b) Cloze test
3. Is there a significant difference on the students’ performance in the pretest
and posttest achievement test?
4. What is the quality of output?
5. What are the perceptions of the students to the:
5.1 problem-based active learning
5.2 video presentation
5.3 problem-solving activities
5.4 topic

1.3 Hypothesis

In order to find out the worth of the variable, the null hypothesis is
formulated.

Ho: There is no significant difference on the students’ performance in the pretest

and posttest achievement test.

1.4 Significance of the Study

The adoption of PBL in public education is a complicated undertaking. Most

state-funded elementary schools, middle schools, and high schools are constrained
by a state-mandated curriculum and an expectation that they will produce a uniform
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product. High-stakes standardized testing tends to support instructional approaches

that teach to the test. These approaches focus primarily on memorization through
drill and practice, and rehearsal using practice tests. The instructional day is divided
into specific blocks if time and organized around subjects. There is not much room
in this structure for teachers or students to immerse themselves in an engaging
problem. However, there are many efforts underway to work around the constraints
of traditional classrooms that could change the learning processes into a different
way for the benefit of the students. Moreover, some of the people in the education
sector provide enrichment activities for the proper facilitative approach to PBL.
Also, some of the teachers do not know the effect of PBL in the learning process of
the students. The schools’ administrators only emphasized to give activities on the
students for the new curriculum to be well-implemented. Researches showed that
there is a great effect on some aspects of the learning process of the students when
introduced to PBL. That is why this approach is still on the mainstream of our
education because of the great contributions that it provided. Since, PBL is proven
to have great contribution in the learning process the researcher wants to know the
effects of problem-based active learning in Biology on students’ achievement,
attitude and conceptual understanding.
The results of this research are valuable to the students who are recipients
of innovation in the teaching-learning process. The students’ acquisition and
understanding of the important concepts in Biology (specifically Genetics) will be
facilitated through the use of PBL. Life-long learning skills will also be developed
as they engaged in various activities integrated in PBL.
Moreover, this provides them the opportunity to learn how to work well and
collaborate with others as they experience challenging tasks which may be a great
way for them to be in confidence and have teamwork and it will enhance their
communication skills especially communicating with other people.
The result of this study would likewise bring positive impact to the teachers
by testing their teaching strategies (PBL and traditional style of teaching) if those
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are appropriate to use in the classroom in any level of students. Also, this will give
them idea on what style they can use to assess the students’ achievement.
Furthermore, the results of the study will motivate the schools’
administrators to focus and give more attention to a particular approach that will
give significant change, from low to high, to the students’ achievement in Biology.

1.5 Conceptual/Theoretical Framework

The old school model of passively learning facts and reciting them out of
context is no longer sufficient to preapre students to survive in today’s world.
Solving highly complex problems requires that students have both fundamental
skills (reading, writing, and math) and 21st century skills (teamwork, problem
solving, research gathering, time management, information synthesizing, utilizing
high tech tools). With this combination of skills, students become directors and
managers of their learning process, guided and mentored by a skilled teacher. These
21st century skills include: (1) personal and social responsibility; (2) planning,
critical thinking, reasoning, and creativity; (3) strong communication skills, both
for interpersonal and presentation needs; (4) cross-cultural understanding; (5)
visualizing and decision making; and (6) knowing how and when to use technology
and choosing the mosy appropriate tool for the task.
By bringing real-life context and technology to the curriculum through PBL
approach, students are encouraged to become independent workers, critical
thinkers, and lifelong learners. Teachers can communicate with administrators,
exchange ideas with other teachers and subject-area experts, and communicate with
parents, all the while breaking down invisible barriers such as isolation of the
classroom, fear of embarking on an unfamiliar process, and lack of assurance of
success. PBL is not just a way of learning; it’s a way of working together. If students
learn to take responsibility for their own learning, they will form the basis for the
way they will work others in their adult lives.
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Lee Shulman, president of the Carnegie Foundation for the Advancement of

Teaching, has observed, “Teaching has been an activity undertaken behind closed
doors between moderately consenting particiapnts.” PBL promotes lifelong
learning because: (a) PBL and the use of technology enable students, teachers, and
administrators to reach out beyond the school building; (b) students become
engaged builders of a new knowledge base and become active, lifelong learners;
and (c) PBL teaches children to taake control of their learning, the first step as
lifelong learners.
It is known that children have various learning styles. They build their
knowledge on varying backgrounds and experiences. It is also recognized that
children hav a broader range of capabilities than they have been permitted to show
in regular classrooms with the traditional text-based focus. PBL addresses these
differences, because students must use all modalities in the process of researching
and solving a problem, then communicating the solutions. When children are
interested in what they are doing and are able to use their areas of strength, they
achieve at a higher level.

Figure 1. Conceptual Framework

As such the researcher will assess the effects of the chosen modalities of
learning using the problem-based active learning. This PBL will be accomodated in
the area of high school Biology (i.e., genetics). The first box (input) is represented
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as the baseline of the research as to what are the intents of this paper. The second
part (process) presented three different flows to illustrate the three major actions to
be taken for the intents to be achieved. The last box (output) presented the outcomes
and results if the process will be properly addressed.
The philosophy behind Problem-Based Learning is that knowledge and
skills are acquired through a progressive sequence of contextual problems, together
with learning materials and the suppport of the instructor. Its core lies in
collaboration, as well as in personal reflection, as one of its main objectives is to
foster independent and lifelong learners, where, however, teamwork substantially
affects the quality of the work generated.
As a form of active learning, Problem-Based Learning encourages
knowledge construction and integrates school learning with real life dynamics,
where learners learn how to develop flexible knowledge, and effective problem-
solving skills, acquire intrinsic motivation, exchange ideas and collaborate.
Through collaboration, learners are able to identify what they already know, what
they need to know, as well as the way and the source of information they need to
successfully reach to the solution of the problem. Instructors facilitate learning, by
supporting, guiding and monitoring their learner’s progress, building their
confidence, encouraging them to actively participate and stretching their
comprehension. This method gives learners the opportunity to master their
problem-solving, thinking, teamwork, communication, time management, research
and computing skills.
PBL is governed by four (4) principles namely: (a) Through active
learning―learners can control their own learning, as well as submit and answer
their own questions; (b) Through integrated learning―knowledge, understanding
and skills go hand in hand, whole classroom/book knowledge is linked to the real
world, and the prblem is the focus; (c) Through cumulative learning―knowledge
is acquired gradually, and topics are revisited in progressively greater depth. Over
time, problems become more difficult, and the nature of the challenge is more
complex; (d) Through learning for understanding―the process is the lesson itself
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and is more important that the facts delivered. Personal reflection is mandatory,
knowledge is put to the test and feedback is essential.
The framework is mainly anchored to two terms that are basically the
baseline of this study―Inquiry and Constructivism. Constructivism as we define it
is a learning theory with the central idea that human learning is constructed, that
learners build new knowledge on the foundation of previous learning. Students
come to learning situations with knowledge gained from previous experience, and
that prior knowledge influences what new or modified knowledge they will
construct from new learning experiences. Scientific inquiry and a constructivist-
based approach overlap to a great extent because inquiry encourages students to
construct their own knowledge, building on what they know.

1.6 Scope and Limitations of the Study

The following are the scope and limitations of the study.

The study is limited to selected Grade 9 students in Kiwalan National High

School and Dalipuga National High School as the schools are geographically near
the researcher.
The topic included in the study is on “Genetics: The Study of Inherited
Traits”. Based on an informal interview with in-service teachers teaching Biology
for many years among the topic in Biology, genetics is the most difficult since the
students’ achievement have always been declining.
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1.7 Definition of Terms

The following terms are the standard and operational definitions,

respectively.

Attitude
It is defined as the mental outlook as a person. (Thesaurus.com, 2015)
For this purpose, it is defined as the perception of the students towards the
topic, the activities, and the educational videos.

Conceptual Understanding
It is a phrase used extensively in educational literature, yet one that may not
be completely understood by many K+12 teachers. (Louisianabelieves.com, 2015)
In this study, it is defined as the significant difference between the pretest
and posttest.

In-service Teachers
Being a full-time secondary teacher.
In this study, they are one of the respondents that would answer some
questions with regards to the approach being introduced.
Performance
It is the manner in which or the efficiency with which something reacts or
fulfills its intended purpose. (Dictionary.com, 2015)
For this purpose, performance is the significant difference of the pretest and
posttest of the students.

Post-test
It is an achievement test administered after a course of instruction.
(Dictionary.com, 2015)
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In this study, post-test is given right after the intervention and the result of
this test will be correlated to the previous type of test.

Pre-service Teachers
These are student teachers who are still accepting trainings before they have
undertaken any teaching.
In this study, they are one of the respondents that would answer some
questions with regards to the approach being introduced.

Pre-test
It is a test given to determine if students are sufficiently prepared to begin a
new course of study. (Dictionary.com, 2015)
In this study, pre-test is given before the start of the intervention and the
result of this test will be correlated to the next type of test.

Prior Knowledge
It is a knowledge that stems from previous experience.
(YourDictionary.com, 2015)
For this purpose, the term is operationally defined as the knowledge on a
specific topic on Genetics that can be used as a baseline in identifying and
answering the problems of this study.

Problem-Based Learning
It is an instructional (and curricular) learner-centered approach that
empowers learners to conduct research, integrate theory and practice, and apply
knowledge and skills to develop a viable solution to a defined problem. (Savery,
2006)
In this study, it refers to the approach which will be introduced to determine
the performance of the students.
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Skills
It is defined as an ability or a talent to do something. (Thesaurus.com, 2015)
In this study, it is defined as the ability on problem solving.