Integrating medicinal plants in teaching biology using 7e’s instructional model: its effect on students’ conceptual understanding and interest
DOI:
https://doi.org/10.59923/sendja.v4i2.907Keywords:
Biology Conceptual Understanding, Biology Interest, Medicinal Plants, 7E’s Instructional MethodAbstract
Integrating medicinal plants in teaching biology using 7e’s instructional model: its effect on students’ conceptual understanding and interest. Several studies were conducted to investigate the effects of the 7E’s Instructional Method and contextualized learning separately. This study aimed to connect medicinal plants to science education while utilizing the 7E’s instructional model to have meaningful and interactive discussions between the learners and the teachers. This study utilized a mixed-method research design to collect data from sixty (60) grade 8 students of Marawi City National High School (MCNHS). The findings showed a notable improvement in the experimental group’s biology conceptual understanding (mean score increased from 23.9 to 50.1) compared to the control group (mean score increased from 22.9 to 34). As for the interest level of the students, post-test results indicate that there is an increase in the interest level of the experimental group. However, this increase is not high enough to have statistically significant difference with the post-test result of the control group. Consequently, the relationship of conceptual understanding and interest levels of the students in the experimental group have been found to have no significant relationship. The use of the 7E’s Instructional Model teaching method, which integrates medicinal plants, was perceived as effective, with most students noting improved understanding, practical application, and enjoyment. However, challenges such as instructional issues and group dynamics were highlighted.
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