Enhancing student’s conceptual understanding on the patterns of Mendelian genetics through task-based learning
DOI:
https://doi.org/10.22219/jpbi.v10i1.29924Keywords:
biology education, conceptual understanding, task-based learning, traditional lecture-based instruction, Mendelian geneticsAbstract
Mendelian genetics are essential for students seeking to comprehend the complexities of inheritance; although fundamental, these biology concepts are difficult for students to understand. This study examined the effectiveness of task-based learning (TBL) in enhancing the students' conceptual understanding of the Patterns of Mendelian Genetics. A pretest and posttest quasi-experimental research design involved an experimental and a control group. An Intrinsic Motivation Inventory questionnaire was utilized to assess the level of intrinsic motivation for task evaluation for the experimental group. Paired t-test was used to compare the pretest and post-test results. Before the intervention, both groups had a low conceptual understanding of the topic. At the end of the intervention, both groups had significantly increased their performances from pretest to posttest scores. The study revealed that TBL is more effective than Traditional Lecture-Based Instruction (TLI), as seen in their enhanced student performance, implying the effectiveness of the TBL as an innovative instructional approach. Participants from the experimental group expressed enjoyment, competence, and ownership of their task activities, and they did not feel nervous and anxious about doing the tasks. Pearson r-correlation was used to establish a relationship among the variables. Perceived choice, pressure/tension, and student performance in the experimental group have low positive correlations, and perceived choice, interest/enjoyment, and performance have a negligible correlation. This approach is highly commendable for biology instruction. By illuminating the effectiveness of active learning in improving student’s conceptual understanding, this study bridges the gap between theoretical-practical gap in genetics via active learning effectiveness.
Downloads
References
Al Kandari, A. M., & Al Qattan, M. M. (2020). E-task-based learning approach to enhancing 21st-century learning outcomes. International Journal of Instruction, 13(1), 551–566. https://doi.org/10.29333/iji.2020.13136a
Awang-kanak, F., Masnoddin, M., & Matawali, A. (2016). Difficulties experience by science foundation students on basic mendelian genetics topic. Transactions on Science and Technology, 3(2002), 283–290. http://transectscience.org/pdfs/vol3/no1_2/31-2_283_290.pdf
Azlan, N. A. B., Zakaria, S. B., & Yunus, M. M. (2019). Integrative task-based learning: developing speaking skill and increase motivation via instagram. International Journal of Academic Research in Business and Social Sciences, 9(1), 1–17. https://doi.org/10.6007/ijarbss/v9-i1/5463
Bachelor, J. W. (2022). Improving intercultural pragmatic competencies in online L2 Spanish classrooms through task-supported learning. E-Mentor, 94(2), 19–27. https://doi.org/10.15219/em94.1561
Bamshad, M. J., Nickerson, D. A., & Chong, J. X. (2019). Mendelian gene discovery: Fast and furious with no end in sight. American Journal of Human Genetics, 105(3), 448–455. https://doi.org/10.1016/j.ajhg.2019.07.011
Boboňová, I., Čeretková, S., Tirpáková, A., & Markechová, D. (2019). Inclusion of Interdisciplinary Approach in the Mathematics Education of Biology Trainee Teachers in Slovakia. In Interdisciplinary Mathematics Education (pp. 263–280). https://doi.org/10.1007/978-3-030-11066-6_17
Bunmak, N. (2017). The influence of task-based learning on ELT in ASEAN context. Language Education and Acquisition Research Network (LEARN) Journal, 10(1), 201–209. https://eric.ed.gov/?q=task-based+learning&ff1=subTeaching+Methods&id=EJ1229631
Çakir, M., & Dogan, Ö. (2015). Teaching mendelian genetics with a virtual Drosophila laboratory. School Science Review, 97(358), 10–15. https://www.researchgate.net/publication/281241744_Teaching_Mendelian_genetics_with_a_virtual_Drosophila_laboratory
Cayubit, R. F. O. (2022). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learning Environments Research, 25(2), 581–599. https://doi.org/10.1007/s10984-021-09382-x
Dafouz, E., Camacho, M., & Urquia, E. (2014). “Surely they can’t do as well”: A comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education, 28(3), 223–236. https://doi.org/10.1080/09500782.2013.808661
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to desingn and evaluate research in education. In Revista Brasileira de Linguística Aplicada (Vol. 5, Issue 1). https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=1046940
Hagiwara, N. (2017). Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments. Advances in Medical Education and Practice, 8, 817–829. https://doi.org/10.2147/AMEP.S145696
Han, Z. H. (2018). Task-based learning in task-based teaching: Training teachers of chinese as a foreign language. Annual Review of Applied Linguistics, 38, 162–186. https://doi.org/10.1017/S026719051800003X
Hanewicz, C., Platt, A., & Arendt, A. (2017). Creating a learner-centered teaching environment using student choice in assignments. Distance Education, 38(3), 273–287. https://doi.org/10.1080/01587919.2017.1369349
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers and Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Jung, K. R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, 60(November 2016), 33–39. https://doi.org/10.1016/j.lindif.2017.10.004
Khoshsima, H., & Shokri, H. (2016). The effects of ESA elements on speaking ability of intermediate EFL learners: A task-based approach. Theory and Practice in Language Studies, 6(5), 1085. https://doi.org/10.17507/tpls.0605.24
Lin, C. H., Huang, S. H., Shih, J. L., Covaci, A., & Ghinea, G. (2017). Game-based learning effectiveness and motivation study between competitive and cooperative modes. Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017, 1, 123–127. https://doi.org/10.1109/ICALT.2017.34
Loveland, T. R. (2017). Teaching personal skills in technology and engineering education: Is it our job? Technology and Engineering Teacher, 76(7), 15–19. https://eric.ed.gov/?id=EJ1141531
Mäkiö, E., & Mäkiö, J. (2023). The task-based approach to teaching critical thinking for computer science students. Education Sciences, 13(7), 1–22. https://doi.org/10.3390/educsci13070742
Marashi, H., & Mirghafari, S. (2019). Using content-based and task-based teaching in a critical thinking setting to improve EFL learners’ writing. Studies in English Language and Education, 6(1), 26–43. https://doi.org/10.24815/siele.v6i1.11745
Marshik, T., Ashton, P. T., & Algina, J. (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Social Psychology of Education, 20(1), 39–67. https://doi.org/10.1007/s11218-016-9360-z
Milner, H. R. I. (2020). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (2nd Editio). Harvard Education Press. https://eric.ed.gov/?id=ED515443
Musengimana, J., Kampire, E., & Ntawiha, P. (2022). Effect of task-based learning on students’ understanding of chemical reactions among selected rwandan lower secondary school students. Journal of Baltic Science Education, 21(1), 140–155. https://doi.org/10.33225/jbse/22.21.140
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Pietri, N. J. M. (2015). The effects of task-based learning on Thai students’ skills and motivation. ASEAN Journal of Management & Innovation, 2(1), 72–80. https://doi.org/10.14456/ajmi.2015.3
Price, C. G., Knee, E. M., Miller, J. A., Shin, Di., Mann, J., Crist, D. K., Grotewold, E., & Brkljacic, J. (2018). Following phenotypes: An exploration of mendelian genetics using arabidopsis plants. American Biology Teacher, 80(4), 291–300. https://doi.org/10.1525/abt.2018.80.4.291
Rodríguez, G. L. A., Flórez, E. E. R., & Barreto, A. M. R. (2014). Increasing critical thinking awareness through the use of task based learning approach. Hallazgos, 11(21), 189–205. https://doi.org/10.15332/s1794-3841.2014.0021.11
Rogers, J., & Révész, A. (2019). Experimental and quasi-experimental designs. In The Routledge Handbook of Research Methods in Applied Linguistics (pp. 133–143). https://doi.org/10.4324/9780367824471-12
Rowland, A. A., Knekta, E., Eddy, S., & Corwin, L. A. (2019). Defining and measuring students’ interest in biology: An analysis of the biology education literature. CBE Life Sciences Education, 18(3), 1–14. https://doi.org/10.1187/cbe.19-02-0037
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43(3), 450–461. https://doi.org/10.1037/0022-3514.43.3.450
Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. Journal of Personality and Social Psychology, 45(4), 736–750. https://doi.org/10.1037/0022-3514.45.4.736
Schacherer, J., & Muller, H. J. (2016). Comptes rendus biologies beyond the simplicity of mendelian inheritance. Comptes Rendus - Biologies, 3–7. https://doi.org/10.1016/j.crvi.2016.04.006
Shadish, W. R., Cook, T. D., & Campbel, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Dimensions in Health Service, 53(1), 1–81. https://iaes.cgiar.org/sites/default/files/pdf/147.pdf
Westerlund & Chapman, C. R. (2017). Active Learning in a Summer Genetics Course : Positive Shifts in Attitudes with CLASS-Bio. International Journal of Environmental & Science Education, 12(10), 2195–2211. http://www.ijese.net/makale_indir/IJESE_1987_article_5a2e4d76f197e.pdf
Wilk, R., Ali, N., England, S. J., & Lewis, K. E. (2018). Using ebrafish to bring hands-on laboratory experiences to urban classrooms. Zebrafish, 15(2), 156–178. https://doi.org/10.1089/zeb.2017.1503
Zschocke, J., Byers, P. H., & Wilkie, A. O. M. (2023). Mendelian inheritance revisited: dominance and recessiveness in medical genetics. Nature Reviews Genetics, 24(7), 442–463. https://doi.org/10.1038/s41576-023-00574-0
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
