Utilization of Indigenous Crops and Endemic Plant Diversity in Science Pedagogy

Date of Award

5-2022

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Dr. rer. nat. Crisanto M. Lopez

Abstract

While contextualization and localization of instructional materials (IMs) are emphasized in the DepEd curriculum, researches on the use of diverse indigenous and endemic plants in the locality of students in biodiversity-related lessons are quite a few. Furthermore, despite the emphasis on the use of native plantsin establishing the “school in a garden program” of DepEd, efforts to the identification of those plants to facilitate more awareness among teachers and students are found insufficient. Hence, the study was conducted to explore the utilization of IMs featuring indigenous and endemic plants in biodiversity and conservation-related lessons among Grade 10 junior high school teachers and students. A sequential mixed-method approach (quantitative and qualitative analysis) was employed in this study. Two groups of student-participants were classified into the control group (IMs without indigenous crops and endemic plants features) and the experimental group (IMs featuring indigenous crops and endemic plants).

With mean and paired sample t-test (independent) as statistical tools, results revealed a significant difference in students’ engagement behavior in plant diversity learning activities. Students in the control group poorly manifested positive engagement behavior in learning activities, with an average mean of 1.95 (interpreted as poorly manifested using a Likert scale), whereas, students in the experimental group had a better response or manifested positive engagement behavior with an average mean rating of 4.39 (manifested). Understanding, applications, and value recognition of the important concepts were evidently manifested. The IMs with indigenous and

endemic plants significantly enhanced students’ engagement behavior in hands-on learning activities at home. Home gardening as an example of at-home learning activity may enhance students’ awareness of the diverse plants found in their locality. Cultivation especially, the indigenous and endemic plants that are sources of food is one of the ways that children may help in the conservation and protection of these bio- resources.

Moreover, all (100%) teacher-evaluators identified desirable values and traits that are developed and enhanced along with plant diversity-related lessons with the IMs utilization. These are conservation and protection of bio-diverse resources, concern, and awareness of the environment, engaging in sustainable future advocacy, and critical and creative thinking. Additionally, 75% also mentioned scientific attitude and reasoning.

With the current status of Philippine biodiversity, utilization of indigenous crops and endemic plant diversity in science pedagogy is one of the ways that may enlighten the minds and awaken the awareness of students in helping biodiversity conservation and protection. Using diverse plants found in the locality of students as IMs may stimulate students’ interest in the identification and further studies of those plants.

Key Words: indigenous crops, endemic plants, plant diversity, science pedagogy, instructional materials

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