IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 4, NO.

2, JUNE 2022

INTEGRATING ARTS-BASED ACTIVITIES IN TEACHING BIOLOGY

MARIA FE M. IGNACIO1, KIMBERLY C. RIVERA2
https://orcid.org/0000-0002-1758-53381, https://orcid.org/0000-0002-7928-95772
mariafe.ignacio@deped.gov.ph
Hermosa National High School Culis Hermosa Bataan, Philippines1
Bataan Peninsula State University Balanga Campus, Philippines2

DOI: https://doi.org/10.54476/8169731

ABSTRACT

Art and Science are two important aspects of human existence. Science focuses on facts and
knowledge on the physical world, while Art plays a vital role in interpreting facts and knowledge to
something that can be appreciated. Biology as part of this Science is generally taught with a solid
dedication to its disciplinary strength having its own core elements and definitive border. This
mixed method study applied a sequential explanatory method to two groups, Art-Based-Activity
Group (ABAG) and Non-Art-Based-Activity Group (NABAG). The quantitative data includes the
pre-test and post-test results of both ABAG and NABAG in the identified three least mastered
topics in Genetics. The collected data suggested that the ABAG has significantly higher scores
during the post-test compared to the other group. The content of the artworks showed that art
activities helped the students understand difficult lessons more clearly as opposed with traditional
methods of teaching critical contents in Biology. Incorporating Art in the delivery of instructions
marks a milestone and sets the pursuit to a quality and enjoyable teaching-learning process and
experience.

Keywords: Chemistry Arts; Chemistry Teaching; Fun Chemistry; Content Analysis

INTRODUCTION which integrate arts and science since early

Art and Science are two important
aspects of human existence. Science focuses
on facts and knowledge on the physical world
while art plays a dynamic role in interpreting
facts and knowledge to something that can be
appreciated. Art has been utilized in many
forms to express ideas and historical value.
Using suitable artistic practices, man can create
unique artworks that can explain science
concepts.
In addition, Biology as part of this
science is generally taught with a solid
dedication to its disciplinary strength having its
own core elements and definitive border such
as high demand for memory work while arts are
taught as a distinct discipline for human
experience appreciation.
The problem encouraged the academic
community to create learning environments
1960’s. Contemporary academicians agreed
that the fusion of Arts and Science provided
personal and creative skills that enabled
students to learn the content of science while
appreciating the subject. Furthermore, the
study conducted by Mc Dougall (2012), stated
that individual’s familiarization with visual arts
reinforced his understanding of the world he live
in. In addition, Danapal (2014) & Horon (2019)
stressed that children in their formative years
relate their experiences with the use of visual
arts such as drawing. Hence, it is believed that
“education agreed that arts helped boost critical
thinking”.
In the Philippines, the student’s
academic level and the rate of improvement of
basic education in individual schools is
measured by the scores obtained in the
National Achievement Test, which remains to
be improved despite the Enhanced Basic

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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 4, NO. 2, JUNE 2022
Education Act of 2013. Due to this educational
blight, the study hopes to enhance memory
retention and understanding of the critical
content in Genetics. Particularly, this study
aimed to compare the academic performance of
Arts-Based Activity Group (ABAG) and Non-
Arts-Based Activity Group (NABAG) of Grade 9
students under STE (Science Technology and
Engineering) of Hermosa National High School,
Bataan, Philippines.
Over the past five years, this study
documented least mastered topics in Biology
such as explaining the Incomplete Dominance
Pattern of Inheritance, Illustrating A Crossbreed
Involving Incomplete Dominance By Means Of
Punnett Square, Identifying the Dominant and
Recessive Traits Using the Punnett Square,
and Identifying The Components Of DNA
Molecule .The study attempted to modify the
strategy of teaching Genetics by using students’
creativity through art, in understanding the
concepts of Genetics, and establish a
connection between the academic
achievement, conceptual themes and activity-
based experiences in both groups. Findings of
the study has drawn implications to teaching
science using the Arts-Based Activity Approach
and the Non-Arts-Based Activity Approach.
OBJECTIVES OF THE STUDY
This study aimed to develop activities for
least mastered topics in Genetics. More
specifically, it sought to compare the results of
pretest and post-test of NABAG and ABAG,
code for categorical schemes of students’
concepts in Genetics as reflected in arts output
and statistically measure the difference
between NABAG and ABAG academic
performance.
METHODOLOGY
The study utilized Mixed Method
Research based on Patidar (2019). Sequential
Explanatory is the Mixed Method Research
design employed in the conduct of this study. In
the study conducted by Ivankova, Cresswell
and Stick (2006), Sequential Explanatory
gathered and analyzed data in two phases.
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
Phase one is the gathering and analysis of
quantitative data while phase two is the
collection and analysis of qualitative data.
The class was divided into two groups,
the Art-Based-Activity Group (ABAG) and The
Non-Art-Based-Activity Group (NABAG). The
quantitative data included the pre-test and post-
test results of both Arts-Based- Activity Group
(ABAG) and the Non-Arts-Based Activity Group
(NABAG) in the identified three least mastered
topics in Genetics. For the qualitative data,
content analysis (Miles and Hubberman 1994)
was used to code for categorical schemes of the
output in both groups. In addition, interviews
were conducted to the students to gather their
significant experiences in performing arts-
based activities and non-arts-based activities.
The study included Grade 9-STE (Science
Technology and Engineering) students.
Matched paired sampling divided the class into
NABAG and ABAG. All the students provided
parental consents and written free willing
participation. Fourteen students were
interviewed about their experiences in art-
based and non-art-based activities. Specifically,
seven students for each group were asked to
narrate their stories while doing these tasks.
The main instruments in gathering data
were validated and checked by five (5) experts
in education. Each test was composed of thirty
questions that covered the three least mastered
topics in Genetics with an aligned table of
specification. The researcher-made interview
guided questions were used to gather
qualitative data. The study used 4 instruments
containing 120 items each. The average
Cronbach’s alpha is 0.715 which indicated that
the instruments have a good internal
consistency.
Pilot testing for reliability of the
researcher-made tools on Circulatory System
and three least mastered topics in Genetics
were done. The least mastered topics covered:
Explaining Incomplete Dominance Pattern of
Inheritance; Illustrating A Crossbreed Involving
Incomplete Dominance by Means of Punnett
Square; Identifying the Dominant and
Recessive Traits Using the Punnett Square and
Identifying the Components of DNA Molecule.
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Activities designed for Art-Based Group domains namely: cognitive, affective, and
and Non-Art Based Group were administered psychomotor based on the tackled least
after the discussion. Students were given ample mastered topics in Genetics.
time to answer the activities made for each
group of students. Table 1
Mean, standard deviation, dependent t- Performance of two groups based on the results of pretest
and post test
test, and independent t-test were used to Groups Pre-test Post-test Gain Score
analyze the pre-test and post-test performance
of the research participants in Biology 9. Mean sd Mean sd Mean sd
Moreover, standard deviation, p-value and t-
value were employed in the analysis of the ABAG 86.71 17.06 103.07 8.80 16.36 8.74
significant difference between the pre-test and
post-test of NABAG and ABAG. Content NABAG 86.79 8.51 90.50 8.70 3.71 7.58
Analysis (Miles and Hubberman, 1994) was
used to draw implications from the output of the
students. The scores of the participants from the
For clear presentation, the data Arts-Based Activity Group (ABAG) are 86.71
presentation is divided into seven parts. Part I (sd=17.06) during the pretest and 103.07
describes the activities and research tools used (sd=8.80) during the posttest with a gain score
in obtaining the quantitative data, Parts II to VI of 16.36 (sd=8.74). On the other hand, the
are anchored on the statement of the problem, participants from the None-Arts-Based Activity
Part II discusses the performance in pretest and group (NABAG) are 86.79 (sd=8.51) during the
post-test of NABAG and ABAG, Part III pretest, and 90.50 (sd=8.70) for the posttest
compares the pretest and post-test results, Part with a gain score of 3.71 (sd=7.58).
IV tackles the difference between the pretest
Table 2
and post-test, Part V enumerates the Pretest and post-test results of the Art Based Activity and
categorical schemes derived from the output of Non-Art -Based Activity Group
students. Phase Group Mean sd t- p- Remarks
Respect for Person, Beneficence and value value
Justice were practiced accordingly in the
conduct of the study about Art-Based Activities Pre-
test
in Teaching Biology 9 in Grade 9-STE students. ABAG 86.71 17.06
Do not
NABAG 86.79 8.51 0.015 0.989 reject Ho
RESULT AND DISCUSSION
Post- ABAG < Reject
1. Comparing the academic performance of test 103.07 8.80 3.801 0.001 Ho
Grade 9 students on the three least
mastered topics in Biology between the
Arts-Based Activity Group (ABAG) and Table 2 shows that the scores of the
the Non-Arts-Based Activity Group ABAG (mean=86.71) and NABAG
(NABAG) (mean=86.79) during the pretest are not
significantly different (t=0.015, p=0.989). This
The study focused on comparing the suggests that the two groups had equal
academic performance of Grade 9 students on performances during the pretest.
the three least mastered topics in Biology However, the scores of the ABAG
between the Arts-Based Activity Group (ABAG) (103.07) and NABAG (90.50) during the post-
and the Non-Arts-Based Activity Group test are significantly different (t=3.801,
(NABAG). It aimed to find out the performance p<0.001). Data suggests that the ABAG has
of the ABAG and NABAG in the three learning
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
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significantly higher scores during the posttest Biology as a branch of Science
compared to the other group. explained the nature of all the existing
In addition, the result of a similar study organisms on Earth. Though topics in biology
entitled “Using Art-Based Chemistry Activities to are explained comprehensively in many
Improve Student’s Conceptual Understanding textbooks, and explored profoundly in many
in Chemistry” conducted by Danipog and Ferido videos and documentaries, students still had
(2011), inferred that the outputs of the ABAG hardships in remembering key terand ms,
and NABAG in Understanding Chemistry concepts and understanding life processes.
Concepts differed. The Art-Based group had Among the critical content of the subject
higher mean scores on 7 out of 10 items in Grade 9 Biology were the topics about
compared to the result of the Non-Art-Based heredity specifically about the Law of
group. Incomplete Dominance. Dominant and
Recessive Traits as well as DNA Molecules
Table 3 were also included in the least mastered topics
Comparison Between the Pre-tests and Posttests of Each under Biology 9.
Group
Phase Group Mean sd t- p- Remarks
In the current study, discussions about
value value the critical topics were followed with the
designed Activities for ABAG and NABAG
ABAG Pre- Groups. Coloring materials and Oslo papers
test 86.71 17.06 were given to all the participants to draw their
- < Reject
Post-
7.002 0.001 Ho own concepts. Twenty-eight students from
test 103.07 8.80 Grade 9-STE participated in the activity. Their
artworks were evaluated using content analysis.
NABAG Pre- The categorical schemes noted were patterns,
test 86.79 8.51
- Do not relationships, and applications to man’s daily
0.090
Post-
1.834 reject Ho living.
test 90.50 8.70
The first critical topic discussed was the
Law of Incomplete Dominance wherein a third
The table shows that for the ABAG, their phenotype and genotype existed after the union
pre-test scores (mean=86.71, sd=17.06) and of the parents. The students showed their
post-test scores (mean=103.07, sd=8.80) are understanding of the concept in their drawings
significantly different (t=7.002, p<0.001). This presented.
suggests that the performance of the ABAG Figure 1: Law of Incomplete Dominance Expressing
improved significantly after the experiment Relationships
period.
However, for the NABAG, their pre-test
scores (mean=86.79, sd=8.51) and post-test
scores (mean=90.50, sd=8.70) were not
significantly different (t=1.834, p=0.090). This
suggests that there is no notable improvement
from the non-arts-based group.
To sum up, Schwartz (2015) mentioned that
exposure to Arts helped students in their
academic performance.
Fifteen out of twenty-eight drawings in
2. Categorical Schemes Derived from the the Law of Incomplete Dominance use
Outputs of the Arts-Based-Activity Group illustrations involving members of the family.
(ABAG) and the Non-Arts-Based-Activity They show the existence of a third phenotype
Group (NABAG)
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by either using the color of the parents’ clothes
and the new color of the child’s clothes.
As quoted from an answer from one of
the participants, “People often said that we are
spitting image of our father, or we have our
mother’s eyes, but we need to understand that
we have traits of our own. Like in the case of a
blue-headed mom mated with a red-headed
dad then producing a pink-headed kid.”
Figure 2. Patterns in the color, mane, and
appearance of the new offspring
For example, the yellow-winged
butterfly mated with dark-green-winged butterfly
produced a yellow-green-winged butterfly.
Figure 3. Law of Incomplete Dominance Depicting
Applications to Man’s Daily Living
The picture was drawn by a student who
loves drinking coffee in the morning. She
narrated that the Law of Incomplete Dominance
can be illustrated using her favorite morning
drink. The black coffee serves as the father
while the milk played the mother. The creamy
brown coffee is the offspring of dark coffee and
milk. Also, two students said that the Law of
Incomplete Dominance can be observed while
mixing colors during art classes.
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
The second least learned topic identified
by the Science Department was the
identification of Dominant and Recessive Traits.
The drawings also show relationships, patterns,
and applications to man’s daily existence.
Figure 4. Dominant and Recessive Traits illustrated
using the concept of Relationship
The Dominant and Recessive traits is
observed in the drawing made by the students.
Sixteen out of twenty-eight students focused on
illustrating the concept of Dominant and
Recessive Traits in the concepts of families.
The students understand the concept of
Dominant and Recessive Traits by
incorporating the concept of a family. Dominant
characteristics of the mother and father can be
seen manifesting in their offspring.
On the other hand, Dominant and
Recessive Traits can also be expressed in
patterns, specifically behavior patterns. In our
daily living, we encountered people from
different walks of life: different aspiration,
beliefs, cultures, upbringings, as well as
different orientations in life.
Figure 5: Dominant and Recessive Traits Analyzed
using Patterns
In Figure 5, students imply dominant
and recessive traits with the patterns of
behaviors of the people that they had watched
on TV and persons whom they had encountered
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in school, in the community as well as in the
different social platforms. One student
illustrated the Dominant and Recessive Traits
with regards to the behavior expressed by
Dagul and Nobita, famous characters in the
famous cartoon TV Series Doraemon. Dagul
expressed dominant trait while Nobita played
the recessive trait.
As quoted, “In our lives, there are
moments that we are in pure bliss and times that
we were sad. In my drawing happy face
denoted dominant traits while the sad face
illustrated recessive traits. My final output
shows a happy face because, in our life,
happiness should be dominant over sadness.”
Figure 6. Dominant Recessive Traits Analyzed
Using the Concept of Application
There is a saying that, “Life is like a
wheel. Sometimes you’re on top, sometimes
you’re at the bottom.” Four students pictured
dominant and recessive traits as an up and
down journey. They used justice system,
scales, pulleys and see-saws to describe the
discussed critical content in Biology. According
to one student, “In a democratic country,
injustices were manifestations of an
unbalanced justice system since money and
sweet promises prevailed against the truth.”
The student used money and sweet promises to
symbolize dominant traits while justice served
as the recessive trait.
One the brighter side of life, three
students contextualized dominant and
recessive traits using scales and see-saws, the
heavier object serves as the dominant traits
while the lighter object denotes the recessive
trait.
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
The last topic covered in the study Art-
based Activities in Teaching Biology 9 is DNA
Molecule. The teacher discussed the functions,
components as well as importance of DNA in
creating and proper functioning of the Species.
Art-based and Non-Art-Based Activities are
performed by the students. Their artworks are
also analyzed using categorical schemes such
as relationships, patterns and application to
man’s existence.
Figure 7. DNA Molecules as conceptualized by
Grade 9-STE
DNA molecule contains genetic
materials that will be passed to the next
generations, to the progenies or offspring.
Under the discussion of DNA, predicting the
complementary base pairs was taught. In the
pictures, students used gloves, slippers,
padlocks and keys, earrings, boots, sharpener
and pencils to show the correct pairing of
nitrogenous bases.
According to one of the students in 9-
STE “My drawing contained two paired gloves.
It means that one cannot wear mismatched
gloves. The right glove is only intended for the
right hand while the left glove is for the left
hand.” Another student mentioned, “One can’t
wear a pair of shoes with two left foot or two
right feet.”
The answers of the students
emphasized the importance of pairing the
correct base pairs in DNA to assure a well-
functioning species. The color-coded padlocks
resemble Guanine and Thymine while the keys
represent Cytosine and Adenine. Guanine pairs
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with Cytosine while Thymine pairs with
Adenine.
For the pattern, the pictures below
showcase how the students understood the
lesson in DNA molecule.
Figure 8. The Patterns in DNA Molecule
In the pictures, artworks of students
were analyzed using the categorical scheme,
pattern. The pictures denoted that for
organisms to be created there are patterns in
the DNA of every living thing. One of the
students claimed that the appearance of an
organism is based on its genetic make-up.
On the other hand, some of the students
conceptualized DNA with the illustrations of
clothes, guitar, TV, and cars. According to the
student, “As millennials, we are fond of
watching Television, TV set can be compared to
a DNA, for DNA to transmit correct codes,
nitrogenous bases should be paired properly,
the same way
with TV, the male plug should be connected to
an electrical socket for the TV to function
properly.”
Figure 9: DNA as conceptualized by Grade 9-STE
students
Moreover, the figure also shows a guitar
as representation of DNA. The student said that
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
the correct pairing of strings brought nice
melodies, like DNA, it will only have meaning
after the correct pairing of nitrogenous bases. In
addition, two students illustrated nitrogenous
base pairing by using correct attires for man and
woman as well as the tandem between gasoline
and a car.
To sum up, the categorical schemes
such as relationships, patterns and applications
to man’s daily existence helped the students
concretizes the critical topics on their minds,
thus, promote long-term learning in the side of
the student.
3. Implications of Using Art-Based
Activities in Teaching Biology
Encouraging the students to study
Science, Technology, Engineering and
Mathematics is a herculean task for teachers in
the Philippines. Due to this educational blight,
the researcher designed activities suited for Art-
Based and Non-Art-Based Groups of Grade 9-
STE. Both groups were assigned tasks for the
three least mastered topics. In series of
interviews, respondents were asked several
questions to further clarify the effectiveness of
the Art-based Activities out of their personal
experiences.
Below are summarized the students’
answers to the question, “Do these art-based
activities help you understand very well the
critical contents in Genetics under Grade 9
Biology?”
Response of Art-Based-Activity Group on
the effectiveness of ABA
R1 “Yes, because we enjoy it. It enhances
our skills, confidence in presenting.
The more we enjoy things, the more
we have the eagerness to gain more
knowledgeable things in this topic.”
R2 “Ang Art-based activities helped us to
better understand difficult topics in
Biology, specifically, the Law of
Incomplete Dominance.”
R3 “The art-based activities widened my
knowledge on the difficult topics in
Genetics.”
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R4 “The drawings and colors made us
understand why the offspring came up
with that color.”
Response of Non-Art-Based Groups on
the effectiveness of NABA
R8 “The activities easily caught our
attention and interests.”
R10 “At first, I encountered difficulty to
understand the lesson but with the
proper guidance of our teacher I was
able to grasp the difficult processes in
Genetics.”
R11 “I had difficulty in understanding Law of
Incomplete Dominance.”
R12 “Unlike using the module in the
textbook, the non-art-based activities
prepared by our subject teacher made
me understand more the difficult
lessons in Biology.”
Experience of ABAG while doing the Art-
Based Activities in Critical Content in
Biology
Narrate your experiences while performing the
art-based-activities on Law of Incomplete
Dominance, Dominant and Recessive Traits
and DNA molecule
R1 “Through these activities, our classroom
was transformed to a workshop setting
that reinforced concretizing difficult
concepts through firsthand experiences.”
R2 “I enjoyed all the activities since it helped
me fully understand the difficult lessons in
Genetics.”
R3 “The lessons were difficult but through the
use of art-based activities the lessons
were enjoyable.”
R4 The lessons were difficult but as the
activities progressed, I learn to love
Genetics because of the fun-filled
activities administered by the teacher.”
R5 “Because of the different activities, my
artistic skills were enhanced and aside
from that, I learned the value of time
management.”
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
R6 “All of our Art-based activities were
fun-filled.”
R7 “Among all the activities, I enjoyed
the Creepy Alien.”
Experience of NABAG while doing the
Non-Art-Based Activities in Critical
Content of Biology
Narrate your experiences while performing the
non-art-based-activities on Law of Incomplete
Dominance, Dominant and Recessive Traits and
DNA molecule
R8 “We did have struggles when the lesson
was introduced. We thought that the
lesson was hard until Ma’am provided us
with an easier activity.”
R9 “We enjoyed the lesson despite the
struggles that we experienced while
conducting the non-art-based activities.”
R10 “I got excited, every time that we did
different activities since I already
conceptualized the possible outputs in my
mind prior to the execution of the designed
tasks.”
R11 “Being under NABAG was not easy since
there were times that the lessons were
easy and times that the lessons were very
hard to understand.”
R12 I was happy while doing the activities since
these activities helped me master the
difficult lessons in Biology.”
R13 “Activities were enjoyable.”
R14 “I had difficulty in understanding the Law of
ToIncomplete Dominance
dig deeper, the but enjoyed
students were asked, the
“Which setother lessons.”
of activities do you prefer Art-Based
To dig deeper, the students were asked,
“Which set of activities do you prefer Art-Based
or Non-Art-Based?The answers of the twelve
participants were presented in the Preference of
Grade 9-STE Students.
Preference of Grade 9-STE Students
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Which set of activities do you prefer Art-Based 1. The Art-Based Activities as well as the
or Non-Art-Based? Non-Art-Based Activities helped to
effectively deliver the difficult lessons in
Q1 “Art-Based because our generation Grade 9 Biology. Pre-Tests and Post-
prefers new activities that can Tests in Law of Incomplete Dominance,
arouse our interests and enhanced Dominant and Recessive Traits and
our critical thinking.” DNA Molecules had measured the
Q2 “Art-Based because of the performance of the students under Art-
enjoyable activities.” Bases-Activity Group (ABAG) and Non-
Q3 “Art-Based since the activities are Art-Bases-Activity Group (ABAG).
enjoyable.” 2. The performance of the students from
Q4 “Art-Based, through arts difficult ABA and NABA Groups were computed
lessons were delivered easily.” using the dependent and independent t-
Q5 “Non-Art-based, coz I prefer test. The scores of the participants from
conventional teaching.” the Arts-Based Activity Group (ABAG)
Q6 “Art-based, through ABA our trivial and the data suggested that the ABAG
thinking skills were developed.” has significantly higher scores during
Q7 “Art-based because activities are the post-test compared to the other
enjoyable.” group.
Q8 “I prefer NABA because I like 3. The content of the artworks of the
solving puzzles.” students which were analyzed on the
Q9 “In NABA, you don’t need to be categorical schemes such as
artistic, you only need to read.” relationships, patterns, and categories
Q10 “I like NABA because Art is not my showed that art activities helped the
cup of tea.” students understood difficult lessons
Q11 “ABA, I enjoyed fun-filled activities.” more clearly as opposed with traditional
Q12 “I like ABA because the activities methods of teaching critical contents in
make the hard lesson easier to Biology.
understand.” 4. Art-Based Activities, therefore, may help
Q13 “ABA because I want enjoyable the students appreciate and understand
activities.” the lesson better. The Art-Based
Q14 “ABA because the activities are not Activities also exhibit the inclination of
boring.” the learners to art and may lead them to
be creative as they discover the
Out of fourteen interviewees, eleven knowledge and skills in the field of
students preferred Art-Based Activities and education.
three students selected Non-Art-Based 5. Remarkably, Art-Based Activities may
Activities. The students’ preferences denoted not only show the creativity,
that education is a life-long process of learning innovativeness, and dynamism of
and re-learning and these processes are teacher in presenting and teaching the
strengthened with positive experiences. To lessons to the educational clientele but
wrap up, as mentioned by Eisner (2003) and also sets a good direction in the field of
cited by Punzalan (2018), the integration of Arts teaching. Having art in the delivery of
in the curriculum provided channels for better instructions marks a milestone .and sets
learning. the pursuit to quality and enjoyable
teaching-learning process and
CONCLUSIONS experience.

Based on the given findings, the RECOMMENDATIONS

following conclusions were derived:
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1. The teachers must be able to use
teaching guides containing the
appropriate competencies needed in
teaching Biology 9 using art-based
activities. This connotes that a teacher
must use a teaching guide in Biology 9
containing the essential skills or
competencies needed by the learners.
Further, the teaching guide should have
the sufficient skills needed in teaching a
subject particularly Biology 9.
2. The teacher should also consider the
appropriateness of the Art-Based
Activities and be gender-sensitive. It is a
better practice if the teacher presents
Art-Based Activities that are appropriate
and suitable to boys and girls.
3. Art-Based Activities are highly
recommended in teaching respiratory
system, photosynthesis, biodiversity,
and other simple and complex topics in
science particularly in Biology. Through
Art-Based Activities, the topics would be
more educational, more interesting, and
more enjoyable.
4. Teachers from other fields of discipline
may use the findings of the study as
bases to deliver critical contents using
other forms of Visual Arts.
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IGNACIO, M. F.M., M., RIVERA, K.C., Integrating Arts – Based Activities in Teaching Biology, pp. 287 - 297
AUTHORS’ PROFILE
Maria Fe M. Ignacio is a
Teacher III in Hermosa National
High School Culis Hermosa,
Bataan. She finished her
master's degree at Bataan
Peninsula State University Balanga Campus.
Being elected as Division YES-O secretary,
open doors for her to lead and discover herself.
She is delighted yet humbled to think about the
welfare of her co-advisers and students. She is
enthralled with the experiences and starting
new friendship with teachers across the
division. A recipient of Dakilang Guro Award,
which boosts her motivation to continuously
served the profession. She was also sent to
various seminars which allows her to serve as
resource speaker in Bataan.
Kimberly Rivera is an Associate
Professor at Bataan Peninsula
State University Balanga
Campus-College of Education
teaching physical science
courses. She finished her master’s degree at
De La Salle University Manila and is currently
pursuing her PhD in Education major in
Chemistry at the University of the Philippines.
Her research interests include chemistry-arts
integration, women in science and teacher
education.
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granted to IIMRJ. This is an open-access
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Attribution – Noncommercial 4.0 International
License (http://creative
commons.org/licenses/by/4).
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