SELF- ASSESSMENT AND DEVELOPMENT OF BASIC BIOLOGY SKILLS IN SELECTED SENIOR HIGH SCHOOLS

THROUGH PRACTICAL COURSE WORK APPROACH

Christopher A. Malay

Brief background of the study

Activities and practical works such as field work and laboratory activities are just few of the essential features that make science education
unique from other coursework. Practical course work like laboratory activities allow learners to observe scientific phenomena, manipulate laboratory
equipment, and develop understanding of ideas or theories that involved the problem being solved (Abrahams & Millar, 2008). well designed
laboratory activities, focusing on inquiry or problem-based learning approach, allows learner to develop deeper understanding of scientific process
(Almroth, 2015). Even simple classroom science experiments can help learners develop both basic and integrated science process skills like
observing, measuring and controlling variables (Balanay, C.A.S. and Roa, 2013). However, some students find biology difficult to learn. Some of
the reasons for this difficulty include misconceptions, unclear relation of between biology topics, and even skills (Diki, 2014). Thus, science educators
must strategize teaching biology using models, instruction through practical work, content reduction and use of alternative assessment to (Cimer,
2012).

Objectives of the study

1. The aim of this research proposal is to assess the level of learners’ basic biology skills in terms of three manipulative laboratory tasks
like identifying basic biology laboratory equipment, accurate and precise use of light microscope, and measuring weight and volumes.
2. The research specifically aims to report students’ self-assessment on their basic biology skills, learners’ perception on the use of
practical coursework in General Biology 1, and learners’ achievement in terms of the biology skills as evidenced in their performance
task.
 3. While the study focuses on the basic biology skills, it also aims to make a correlation on factors like age, gender, type of school last
attended, and achievement (GPA) during their junior high school.

Research method and design: Observational and non-experimental correlational research

Target Population and sampling: Grade 12 STEM taking General Biology 1, SY 2019-2020. A sample of 10 students per section (approximately
13 sections for SY 2019-2020).

Research questions Data needed Data gathering/instrument(s) Data analysis

1. What is the level of basic
biology skills of selected students
in senior high school in terms of
the following manipulative
laboratory tasks:
- Identifying basic biology
laboratory equipment
- Accurate and precise use
of light microscope
- Measuring weight and
volumes
A. Demographic data like:
- Age
- Gender
- Type of school attended
last attended (private or
public)
- GPA (Grade 10)
B. Student self-assessment of
basic biology skills
A. Survey questionnaire
B. Basic Biology Skills
Performance Self-Assessment
Scale
A. Descriptive statistics like mean,
frequency and standard deviation
B.1 Descriptive statistics for the
self-assessment
B.2 Correlation analysis between
students’ self-assessment and
demographic data.

2. What is the perception of
students to practical course work
in selected lessons in General
Biology 1?
C. Students’ perception on the
practical coursework in General
Biology 1.
C. Modified questionnaire from C. Descriptive statistics
(Gobaw & Atagana, 2016) which
assesses students’ response on
skills acquisition through practical
course work in General Biology
 3. What is the level of basic
biology skills of selected senior
high school during their
performance task after the
practical course work?
D. Students’ grade on a
performance task
D. Basic Biology Skills
Performance Rubric
D.1 Correlation analysis between
students’ performance and their
demographic data
D.2 Multiple regression analysis to
find out the differential impact
gender, age, type of school
attended last and grade 10 GPA

D.3. T-test to compare the skills

performance between male and
females and those who attended
private and public schools.

References
Abrahams, I., & Millar, R. (2008). Does practical work really work? a study of the effectiveness of practical work as a teaching and learning method in
school science. International Journal of Science Education, 30(14), 1945–1969. https://doi.org/10.1080/09500690701749305
Almroth, B. C. (2015). The importance of laboratory exercises in biology teaching; case study in an ecotoxicology course. Pedagogical Development
And Interactive Learning, (September), 1–11.
Balanay, C.A.S. and Roa, E. (2013). Assessment on student s ’ science process skills : student- centred approach. International Journal of Biological
Education, 3(1), 24–44.
Cimer, A. (2012). What makes biology learning difficult and effective: students’ views. Educational Research and Reviews, 7(3), 61–71.
https://doi.org/10.5897/ERR11.205
Diki, D. (2014). Creativity for learning biology in higher education. Lux: A Journal of Transdisciplinary Writing and Research from Claremont
Graduate University, 3(1), 1–12. https://doi.org/10.5642/lux.201303.03
Gobaw, G. F., & Atagana, H. I. (2016). Assessing Laboratory Skills Performance in Undergraduate Biology Students. Academic Journal of
Interdisciplinary Studies, 5(3), 113–122. https://doi.org/10.5901/ajis.2016.v5n3p113