ENHANCING CONCEPTUAL UNDERSTANDING IN BIOLOGY THROUGH A DEVELOPED INSTRUCTIONAL MODULE FOR SENIOR SECONDARY STUDENTS

Abstract

This study investigates the effectiveness of a developed instructional module designed to enhance conceptual understanding in biology among senior secondary students. Conceptual understanding is crucial in biology due to the complexity and abstract nature of its core concepts. Traditional teaching methods often rely on rote memorization, which limits deep learning and fails to correct misconceptions. To address this gap, an instructional module grounded in inquiry-based learning, visual representation, and constructivist pedagogy was developed and tested. A quasi-experimental research design with a pretest-posttest control group was used. Two intact Grade 11 biology classes (N = 200) from comparable schools were selected using cluster sampling. The experimental group (n = 100) was taught using the newly developed module over eight weeks, while the control group (n = 100) received conventional instruction. A conceptual understanding test and an attitude scale were administered as pretests and posttests. A delayed posttest was conducted eight weeks later to assess retention. Statistical analyses included ANCOVA to control for pretest differences, normalized gain scores to measure learning improvement, and repeated measures ANOVA to evaluate attitudinal shifts. The results showed a significant difference in posttest scores favoring the experimental group (F(1,197) = 25.42, p < .001, η² = .11). The normalized gain for the experimental group (g = 0.51) indicated substantial improvement, compared to the control group (g = 0.17). Additionally, students in the experimental group demonstrated higher retention and more positive attitudes toward biology. The study concludes that the instructional module is an effective tool for improving conceptual understanding and engagement in biology. Its design and delivery offer a scalable model for curriculum enhancement in secondary education. Recommendations include broader implementation and further research across diverse educational settings.