Culture-Based Pedagogy in Teaching Biodiversity: Students' Academic Performance, Biocultural Diversity Awareness, and Attitudes Toward Biology
Date of Award
5-1-2023
Document Type
Thesis
Degree Name
Master of Science in Science Education
First Advisor
Dr. Catherine Genevieve B. Lagunzad
Abstract
The impression of Biology as an isolated science contributes to the difficulty of students in appreciating and understanding the subject. Making learning relevant to their daily lives and experiences could contribute to the increase of their interest on the subject and consequently, to their educational success. Culture-Based Pedagogy is one strategy to achieve this pursuit of relevance in education particularly in Biology. This research specifically integrated aspects of Batangueño culture to the lessons under the biodiversity unit of Grade 8 level.
A quasi-experimental non-randomized pretest-posttest design was used for this study. Two groups, namely Nonculture-Based Learning Group (NCBLG, n=30) and Culture-Based Learning Group (CBLG, n=30), were used as participants. The two groups were matched using a mental ability test to make sure that they have the same aptitude level prior to the instruction. The teaching and learning materials used were designed by the researcher and validated by experts from both fields of science education and Batangas’ local study.
The two learning groups were both administered with the following instruments: an adapted Biology pretest and posttest questionnaire and standardized attitudinal questionnaire. Additionally, the CBLG was given a biocultural diversity
awareness questionnaire and an open-ended questionnaire to describe their culture- based learning experience. Teachers were also given a different open-ended questionnaire to answer.
Statistical analysis showed that there was a significant difference (p = 0.035) between the gain scores in the academic performance of the NCBLG and CBLG with
the latter having a higher mean normalized score. On the other hand, there was a statistically insignificant difference (p = 0.146) between the gain scores of the overall attitude towards Biology of the two groups. Moreover, a statistically significant difference between the pre- and post-biocultural diversity awareness of the CBLG students was obtained. Correlation of the CBLG students’ overall attitude towards Biology and academic performance was done and showed a moderate positive relationship while correlation of the CBLG students’ biocultural diversity awareness and academic performance showed a low positive relationship.
Students perceived the utilization of CBP as a fun experience in studying biodiversity as it provides them relatability to and familiarity of the context used. Teachers emphasized the significance of CBP to Biology education and local culture
and history and expressed confidence in adapting the strategy given available culture- based teaching and learning materials and ample time for mastery of the content of those materials.
Recommended Citation
Reyes, Erica Mae D., (2023). Culture-Based Pedagogy in Teaching Biodiversity: Students' Academic Performance, Biocultural Diversity Awareness, and Attitudes Toward Biology. Archīum.ATENEO.
https://archium.ateneo.edu/theses-dissertations/931
