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The Academic Performance of Grade 11 Biology on Modular Distance Learning: Basis for Instructional Material Development |
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| รหัสดีโอไอ | |
| Creator | Michelle Ann M. Junco |
| Title | The Academic Performance of Grade 11 Biology on Modular Distance Learning: Basis for Instructional Material Development |
| Contributor | Edna B. Nabua |
| Publisher | Science Education Association (Thailand) |
| Publication Year | 2566 |
| Journal Title | International Journal of Science Education and Teaching (IJSET) |
| Journal Vol. | 2 |
| Journal No. | 2 |
| Page no. | 87-105 |
| Keyword | Scientific Explanation, Electrochemistry, Critical Action Research |
| URL Website | https://so07.tci-thaijo.org/index.php/IJSET/index |
| Website title | International Journal of Science Education and Teaching |
| ISSN | 2821-9163 |
| Abstract | Amidst the challenges posed by the Covid-19 pandemic in 2020, Filipino students persevered in their educational pursuits despite economic and physical constraints, adapting to distance learning modalities. This study aims to investigate the least mastered concepts in Grade 11 Biology among Filipino students during the implementation of modular distance learning amidst the educational disruption. A descriptive quantitative approach was employed, utilizing a researcher-made questionnaire validated by experts. The study involved 131 Grade 12 STEM students from a private senior high school. The collected data revealed that the least mastered topic was Energy Transformation, with additional concepts such as Cells, Biological Molecules, Organismal Biology, Genetics, Evolution, and Taxonomy remaining unmastered. These least mastered concepts in Biology hold a significant influence on students' academic performance. This implies that during the modular distance learning modality, learners were not able to master the desired Biological competencies of the senior high school curriculum. The research contributes to the understanding of how the transition to modular distance learning impacted the mastery of biology concepts, illuminating potential mismatches between the learning approach and the complexity of the subject matter. This study recommends possible instructional interventions that may include inquiry-based activities to further enhance the proficiency of students in biology and decrease students' difficulties. |
