Mastery Level of the Biology Tenth Graders: Basis for Remedial Instruction

Main Article Content

Edna Nabua
Gaspar

Abstract

This study aimed to determine the mastery level in different Biology competencies of tenth graders in one of the public high schools in Misamis Oriental, Mindanao, Philippines, and to determine the competencies not mastered, least mastered, nearly mastered, and mastered to serve as the basis for remedial instruction. Grade 10 learners were purposively sampled. Across all grade levels, there was a lack of mastery in biology competencies. The overall mean percentage score of 56.05 (least mastered) indicates difficulty in meeting the desired outcomes. The obtained score indicates a lack of mastery in the following general topics: animal and plant parts and functions, heredity, biodiversity and evolution, and ecosystem. When grouped according to gender, male and female students do not differ significantly in their mastery level. This finding could imply that biology topics are equally difficult for male and female students. Based on the results, it can be deduced that there was a lack of mastery in biology competencies indicating difficulty in meeting the desired mastery level set by the Department of Education. The Grade 10 and Grade 7 biology competencies in the K to 12 science curriculum most essential learning competencies gained the lowest mastery. Students' prior knowledge of the subject is relatively poor. The best score, and that non-mastery and low mastery of students from the previous grade level resulted in no mastery to low mastery in the succeeding year levels, which was exacerbated during the pandemic when there is limited face-to-face interaction and modular learning is the mode of instructional delivery. Based on the findings and conclusions of the study, the researcher suggests developing contextualized learning modules and strategic intervention materials that can be used for remediation.

Article Details

How to Cite
Nabua, E., & Cantere, G. (2024). Mastery Level of the Biology Tenth Graders: Basis for Remedial Instruction. Asia Research Network Journal of Education, 4(1), 50–61. Retrieved from https://so05.tci-thaijo.org/index.php/arnje/article/view/268475
Section
Articles

References

OECD. (2019). https://www.oecd.org/pisa/publications/PISA2018_ CN_PHL.pdf.

J. Grosschedl, D. Mahler, T. Kleickmann, & U. Harms (2014). Content related knowledge of biology teachers from secondary schools: Structure and learning opportunities (International Journal of Science Education, 2014), https://doi.org/10.1080/09500693.2014.923949.

L. Hernandez, Experiences of Science Teachers in Implementing Spiral Approach (International Journal of Innovative Science and Research Technology, 2021), https://ijisrt.com/assets/upload/files/IJISRT21MAR652.pdf.

H. de Ramos-Samala, Spiral progression approach in teaching Science: A case study (KnE Social Sciences, 2018), pp. 555-567.

A. Manalo, and A. Yazon, Spiral Progression Approach and Academic performance of Grade 10 Junior High School Students (Journal of World Englishes and Educational Practices (JWEEP), 2020).

Department of Education (DepEd), Science K to 12 Curriculum Guide (deped.gov.ph,2016), https://www.deped.gov.ph/wpcontent/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf

J. Santos, R. Lim, R., & V. Danilo Jr., Least mastered competencies in biology: Basis for instructional intervention (Jurnal Pendidikan Biologi Indonesia,2021), https://doi.org/10.22219/jpbi.v7i3.17106.

A. Çimer, What makes biology learning difficult and effective: Students’ views? (Educational Research and Reviews,2012), https://academicjournals.org/article/article1379665422_Cimer.pdf.

C.Tekkaya , O. Ozkan O. and S. Sungur, Biology concepts perceived as difficult by Turkish High School students, (Journal of Hacettepe University Education Faculty,2001) http://www.efdergi. hacettepe.edu.tr/yonetim/icerik/makaleler/1048-published.pdf.

M.K. Zavala, J.A. Kelter, and S. M. Alonzo, Assessment of high school biology students’ understanding of photosynthesis and cellular respiration. (Journal of Chemical Education,2016) 93(3), 469-476. doi: 10.1021/acs.jchemed.5b00672.

S.H. Liew and S. Treagust, (1998). Assessment of high school students' understanding of genetics: A progress report. (Research in Science Education,1998) 28(1), 63-79. doi: 10.1007/BF02461537.

R.S. Nehm, and A. Schonfeld, Student understanding of evolutionary biology in an introductory biology course, (Journal of Research in Science Teaching, 2007) 44(3), 347-368. doi: 10.1002/tea.20124.

J. M. Rye, J. Bettencourt, & A. Borowski (2014). Student difficulties in high school biology: Perceptions of teachers. (The American Biology Teacher,2014) 76(6), 370-375. doi: 10.1525/abt.2014.76.6.4

E.O. Areola, An evaluation of the Nigerian Integrated science programme. In UNESCO, integrated science teaching in African schools (Dakar: Heinemann Educational Books, 1995), doi.org/10. 2022219/jpbi.v7i1.15468.