The Effect of Experience-Based Learning on Students' Attitude and Academic Achievement in Grade 7 Biology

Date of Award

4-2022

Document Type

Thesis

Degree Name

Master of Science in Science Education

First Advisor

Catherine Genevieve B. Lagunzad, PhDQueena N. Lee-Chua, PhD

Abstract

The provision of authentic learning experiences in the absence or limitations of Biology equipment that supports and reinforces concepts, theories and laws learned in class is a key element of effective Science education.

Quasi-experimental research with a mixed-approach methodology was used to determine the effect of Experience-Based Learning (EBL) on attitude and academic achievement of Grade 7 Biology students. This is a study that was consisted of two groups with 35 students each: 1) Experience-Based Learning Group (EBLG), and 2) Non-Experience-Based Learning Group (NEBLG). Both groups were exposed to the same educative processes including Biology topics on microscopy, cells, and

microorganisms. However, the EBLG performed the expert-validated researcher- made activities that followed the EBL standards such as making of the DIY

microscopes which were used for the simple experimentations, and compilation of video clips from the learning activities that the students themselves have conducted. These activities used economical and locally-available materials.

Quantitative data were analyzed using the normalized gain score, paired, and independent samples t-tests. Qualitative data from science teacher observers and focus group discussions of students using open ended-questions were also gathered to triangulate the quantitative data. Correlation analysis was employed as well to find out the relationship between the independent and dependent variables.

Results of the four-week study showed that both groups significantly improved in their post-test mean scores. However, gains in the academic achievement

scores and attitude towards learning Biology were higher in the students of EBLG than in the NEBLG. Furthermore, results unveiled that a significantly moderate linear relationship existed between Biology attitude and academic achievement.

Furthermore, since Grade 7 Biology topics are a prerequisite to the high school Biology lessons and post-secondary science education, the EBLG perceived EBL activities as a vital tool that can enable genuine learning of conceptual knowledge, problem solving, enjoyment in learning, seeing the connection of the activities done in real-life context to transpire despite inadequate Biology equipment or materials. This could also reinforce minimizing lecture-type presentations to reduce teacher-centered discussions and passive learning.

The results bode well suggesting that providing students with well-thought-out EBL activities improves the academic achievement and attitude towards Grade 7 Biology.

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