Socio Scintific Issues Based Instruction (SSIBI): Effects on Students' Conceptual Understanding and Interest in Biology
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Abstract
Incorporating scientific issues into the curriculum may equip the students with the knowledge and skills necessary for personal development, societal engagement and professional success. Accordingly,, this study aimed to investigate the effects of Socio- Scientific Issues- Based Instructio (SSIBI) on the conceptual understanding and interest in Biology of the Grade 11 senior high students of Datu Palawan Disomimba Memorial National High School. This study used mixed method design. The data gathering involved three phases: pre- intervention, intervention, and post intervention. The findings of the study revealed that there was improvement in the level of conceptual understanding. it also resulted to high interest. Furthermore, there was a significant difference between the control and experimental groups' interest and significant relationship between the students' conceptual understanding and interest in biology. in addition, the students perceived rhat the instructions could promote positive social interaction, and active participation and enhance critical thinking which develop decision- making skills. The SSIBI was found to be effective in enhancing the conceptual understanding of the students and could optimize students' interest. Hence, educators and curriculum makers in partnership with the Department of Science and Technology were suggested to plan and formulate guidelines to integrate SSIBI in the curriculum and implement programs in education.
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