Teach Me, Senpai: Effect of the Use of Internet Memes on Gen Z's Academic Achievement, Attitude, and Self Efficacy in Biology

Date of Award

12-2024

Document Type

Thesis

Degree Name

MASTER OF SCIENCE IN SCIENCE EDUCATION

Department

Biology

First Advisor

EMMANUEL D. DELOCADO, Ph.D.

Abstract

Generation Z learners’ short attention span challenges educators to design engaging teaching methods that capture their interest. This mixed methods study investigates the effect of memes, which are popular internet media, on non-STEM Gen Z high school students’ academic achievement, attitude, and self-efficacy in biology. Two groups of Grade 11 participants (n=243) were taught cellular division and genetics lessons through two different approaches over the course of five weeks. The results demonstrate that the experimental group who was taught using meme-infused materials had significantly higher post-test scores (independent t-test = 0.000) than students who were taught with materials with no memes. The focus group discussion with the experimental group revealed that the memes were helpful in simplifying concepts which made lesson recall easier for the students. Additionally, while there is no significant difference (Mann-Whitney U test p-value = 0.08 to 0.23) between the two groups individually in all six factors of the modified Gogolin and Swartz’s (1992) Attitude Towards Science Inventory (ATSI), there is a statistically more positive overall attitude in sciences in the experimental group (p-value = 0.00) as also supported by the ‘eagerness towards science’ theme in the FGD. Lastly, there is a statistically significant score (p-value = 0.00) for all three dimensions of the Baldwin et al.’s (1999) Biology Self-Efficacy (BSE), namely confidence in methods in biology, generalization and analyzing data, and application of biological concepts and skills. This higher sense of self-efficacy in biology of the experimental group is supported with the ‘confidence in discussing content’ theme which emerged in the FGD.

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