THE PERCEIVED COMPETENCY-BASED MASTERY

LEVEL OF SAINT MARY’S UNIVERSITY SENIOR

HIGH SCHOOL SCIENCE, TECHNOLOGY,
ENGINEERING, AND MATHEMATICS (STEM)
STUDENTS IN GENERAL BIOLOGY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 531-538
Document ID: 2023PEMJ1185
DOI: 10.5281/zenodo.8348068
Manuscript Accepted: 2023-12-9
Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article

The Perceived Competency-Based Mastery Level of Saint Mary’s University

Senior High School Science, Technology, Engineering, and Mathematics
(STEM) Students in General Biology
Rhodora M. Aquino*, Marites Vilma F. Sanchez, Joyce Anne P. Nillo,
Luzviminda C. Palecpec, Albert C. Cabullos
For affiliations and correspondence, see the last page.
Abstract
The purpose of the study is to determine the mastery of the senior high school students in General Biology. This
study applied the mixed-method design, particularly a combination of quantitative and qualitative research
designs. The study was conducted at Saint Mary’s University Senior High School, Bayombong, Nueva Vizcaya
on the first and second semester of school year 2021-2022. The respondents of the study were Grade 12 STEM
senior high school students who were enrolled in General Biology 2 and took General Biology 1. Based on the
findings of the study, the following conclusions were derived: The respondents of the study were mostly female,
majority studied in a private junior high school with a special science curriculum, and as a whole, the average
grades of the students in General Biology were from very satisfactory to outstanding. The students have an
average level of perceived mastery on the learning competencies of General Biology. This means that the
students’ have a satisfactory perceived mastery level of General Biology competencies as a whole. Specifically,
the contents with the highest perceived mastery level are Evolution and Origin of Biodiversity and Genetics
while the lowest is on Transport Mechanisms. In terms of sex, there is no significant difference on the perceived
mastery level between male and female. This implies that both male and female students have the same mastery
level of the General Biology competencies. There is a significant difference among the type of Junior High
Schools based on their perceived mastery level of General Biology competencies. Based from the mean results,
it can be reported that students who studied in science high school have a higher mastery level on the
competencies of General Biology than those students who studied in a public school with special science
curriculum in Junior High School. There is a significant positive relationship between the students’ perceived
mastery on the learning competencies of General Biology and their actual general average grade in the subject.
This implies that high students’ perceived mastery level on the competencies of General Biology could also
mean that his or her actual general average grade in the subject is high and vice versa.

Keywords: mastery, mixed-method design, STEM, general biology, senior high school students

Introduction (Science Framework for Philippine Basic Education).

Science impacts countless decisions we make each
day. From managing our health and well-being,
choosing paper over plastic at the grocery store, or
answering a child who asks why the sky is blue,
science has an important role in our lives. More than
ever before, educators need to employ teaching
strategies that inspire and prepare children to embrace
science and potentially pursue it in their college and
career choices.Having a quality foundation in
scientific principles and a blueprint for delivering
engaging lesson plans that are easy to understand can
be incredibly impactful. Educators armed with new
and different strategies and techniques for teaching
science can plant the seeds for future scientists who
could do amazing things for society and the world. In
the Philippines and around the world, people are
talking about a science and technology-based world
and a knowledge-based economy. Given the
expectations and skills required to live successfully in
such an environment and the varied problems of
science education in the country, there is a need to
rethink what the vision of science education is
Aquino et al.
The science curriculum in the Philippines was
implemented to produce scientifically literate
individuals who are responsible decision makers and
can apply scientific knowledge to look for solutions to
problems of the community. However, in the latest
results of Programme for International Student
Assessment (PISA) 2018, the Philippines ranked last
among participating countries in which Science was
one was one of the subjects tested. The results of the
first participation of the country in PISA has paved the
way for the Department of Education to propose more
programs to address the deficient academic
performance and advance the quality of education in
the Philippines. Furthermore, the rapid change brought
by Industry 4.0 also brings challenge to science
education implementers for the country needs to
ensure that it can adapt with the emerging technologies
like A.I. and Robotics. Several initiatives were done
by the Department of Science and Technology and
Science Education Institute through their responsive
and tailor-fit programs and projects (Dela Cruz, R, J.,
531/538
Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article
2022).
Based on the K to 12 science curriculum’s conceptual
framework, science education aims to develop
scientific literacy among students that will prepare
them to be informed and participative citizens who are
able to make judgments and decisions regarding
applications of scientific knowledge that may have
social, health or environmental impacts. It integrates
science and technology in the civic, personal, social,
economic and the values and ethical aspects of life. It
is designed around the three domains of learning
science: understanding and applying scientific
knowledge, performing scientific process and skills
and developing and demonstrating scientific attitudes
and values (Maranan, V., 2017).The Enhanced Basic
Education Program or K to 12 Basic Education
Program responds to national and global community
needs and demands through its mission to strengthen
the values of the Filipino people, develop a strong
sense of nationalism, develop productive citizens who
contribute to the building of a progressive, just, and
humane society, ensure environmental sustainability,
and cultivate global partnerships for development.
The learning models used in the learning process are
very varied and have experienced rapid development.
Various types of new learning began to emerge along
with the times. There are several learning models that
can be used in this 21st century, for example time-
based blended learning, digital game-based learning,
and team-based action learning. These learning models
can be categorized as new and are the result of
innovation and creativity of education experts. But
apart from that, there are also learning models that are
often used, such as discovery learning, project-based
learning and inquiry. The availability of various types
of learning models does not necessarily mean that all
educators always use the available learning models,
especially for learning in higher education. If there is,
the learning model used is only a simple model or
ordinary project-based learning without using syntax,
even though the learning model has several advantages
when used in class. In science learning, for example,
the learning model is very useful in explaining
scientific concepts.
To obtain a better concept mastery achievement,
serious efforts are required during the learning process.
One solution that can be used is to combine concept-
based learning with the drill method. This combination
is expected to provide better results on the
achievement of students' mastery of concepts in the
Biology Instructional Methodology course. This is
because concept-based learning is effective in
improving students' conceptual understanding and the
drill method has advantages in teaching biology
Aquino et al.
material by conducting repeated training (Muttaqiin,
A. et al., 2021).
Biology education contributes a significant impact in
the society because this will define the literacy of
every individual in a particular community in terms of
scientific concepts, ideas,and principles. Educating
every learner to higher standards of performance has
been a perennial challenge for the teachers,
specifically in providing the students the needed
competencies to become more globally competitive
and functionality literate, especially in biological
disciplines.Globally, the Philippines lags behind other
countries in the quality of education, particularly in a
science subject (Millanes et al., 2017; Rogayan Jr &
Dollete, 2019). The Philippines ranked 70th out of 144
participating countries in terms of the quality of
mathematics and science education, according to the
World Economic Forum by Schwab and Sala-i-Martín
(2016). This was likewise reflected in the Trends in
International Mathematics and Science Study (Foy et
al., 2013).
Since biology is one of the components of science
subject in the K to 12 curriculums, understanding the
difficulties of the learners in this area will provide
insights and directions to teachers to better design
pedagogical plans. The current curriculum, which uses
spiral progression approach, provided a range of
competencies to the learners in a knowledge-based
society (Antipolo & Danilo, 2021). COVID-19 posed a
lot of challenges on the learning delivery of learning,
thereby the Bureau of the Curriculum Development
accelerated the identification of the essential learning
competencies and streamlined these further into the
Most Essential Learning Competencies (MELCs).
According to the Department of Education (2020),
field implementers and private schools are encouraged
to contextualize the most essential learning
competencies in order to accommodate the various
contexts of learners, teachers, learning environment
and support structures considering both the content
and performance standards. The MELCs are
implementable as long as the designed activities also
teach the procedures and processes on how and when
to apply those knowledge and skills in a given context
which assured the learners of relevant and quality
basic education despite the current health crisis.
However, the Department of education, through the
Office of the Undersecretary for Curriculum and
Instruction, shall gather relevant feedback on a regular
basis from the internal units and external partners and
stakeholders in the implementation of these guidelines
in order to further enhance the ongoing review of the
K to 12 curricula.
532/538
Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article
Thus, the purpose of this study was to determine
mastery level of the Senior High School Students in
General Biology using the Most Essential Learning
Competencies (MELCS), to determine the difference
between the mastery level of students when grouped
according to their demographic profile and to know the
different recommendations could be made to improve
the mastery of students and the effective use of the
given Most Essential Learning Competencies
(MELCS). The study is significant to students for them
to move forward at their own pace as they master
knowledge, skills, and dispositions. As to teachers for
them to realize the importance of students’ mastery
and they indeed need to understand subject matter
deeply and flexibly so they can help students map their
own ideas, relate one idea to another, and re-direct
their thinking to create powerful learning. The school
may serve as motivators to students with Basic Process
Skills and attitude toward science. The community
may be inspired to send their children to school to
further equip them not only with knowledge, but also
with skills and appreciation of education for future
employment. This study may be of help for the
curriculum planner in realigning the curriculum with
more emphasis on the mastery of basic process skills
in science and for future researchers, this may serve as
basis of future related studies of similar area of
concentration.
Research Questions
The purpose of the study is to determine the mastery of
the senior high school students in General Biology.
Specifically, this study sought to answer to the
following questions:
1. What is the demographic profile of the respondents
in terms of:
1.1 Sex;
1.2 Type of school in Junior High School; and
1.3 General Average?
2. What is the perceived mastery level of the of the
Senior High School students in General Biology with
the following competencies:
2.1 Cell Introduction (Cell Theory, Cell Structure and
Functions, Prokaryotic vs Eukaryotic Cells, Cell
Types, Cell Modifications)
2.1.1 Explain the postulates of the cell theory;
2.1.2 Describe the structure and function of major
and subcellular organelles;
2.1.3 Distinguish prokaryotic and eukaryotic cells
according to their distinguishing features;
2.1.4 Classify different cell types (of plant/animal
tissues) and specify the functions of each; and
Aquino et al.
2.1.5 Describe some cell modifications that lead to
adaptation to carry out specialized functions (e.g.
microvilli, root hair).
2.2 Cell Cycle a. Mitosis b. Meiosis
2.2.1 Characterize the phases of the cell cycle and
their control points;
2.2.2 Describe the stages of mitosis/meiosis given
2n=6;
2.2.3 Explain the significance or applications of
mitosis/meiosis; and
2.2.4 Identify disorders and diseases that result from
the malfunction of the cell during the cell cycle.
2.3 Transport Mechanisms a. Simple Diffusion
b. Facilitated Transport c. Active Transport
2.3.1 Describe the structural components of the cell
membrane;
2.3.2 Relate the structure and composition of the cell
membrane to its function;
2.3.3 Explain transport mechanism in cells
(diffusion, osmosis, facilitated transport, active
transport); and
2.3.4 Differentiate exocytosis and endocytosis.
2.4 Biological Molecules (Structures and Functions of
Biological Molecules – enzymes)
2.4.1 Describe the components of an enzyme;
2.4.2 Explain oxidation/reduction reactions; and
2.4.3 Determine how factors such as pH temperature,
and substrate affect enzyme activity.
2.5 Energy Transformation (ATP-ADP Cycle,
Photosynthesis, Respiration)
2.5.1 Explain coupled reaction processes and
describe the role of ATP in energy coupling and
transfer;
2.5.2 Explain the importance of chlorophyll and
other pigments;
2.5.3 Describe the patterns of electron flow through
light reaction events;
2.5.4 Describe the significant events of the Calvin
cycle;
2.5.5 Differentiate aerobic from anaerobic
respiration;
2.5.6 Explain the major features and sequence the
chemical events of cellular respiration;
2.5.7 Distinguish major features of glycolysis, Krebs
cycle electron transport system and chemiosmosis;
2.5.8 Describe reactions that produce and consume
ATP;
2.5.9 Describe the role of oxygen in respiration and
describe pathways of electron flow in the absence of
oxygen; and
2.5.10 Explain the advantages and disadvantages of
fermentation and aerobic respiration.
2.6 Genetics (Recombinant DNA)
2.6.1 Outline the process involved in genetic
engineering;
533/538
Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article
2.6.2 Discuss the applications of recombinant DNA;
2.7 Evolution and Origin of Biodiversity (Relevance,
Mechanisms, Evidence/Bases, and Theories of
Evolution);
2.7.1 Describe general features of the history of life
on Earth, including generally accepted dates and
sequence of the geologic time scale and characteristics
of major groups of organisms present during these
time periods;
2.7.2 Explain the mechanisms that produce change in
populations from generation to generation;
2.7.3 Trace the development of evolutionary
thought;
2.7.4 Explain evidences of evolution (e.g.,
biogeography, fossil record, DNA/protein sequences,
homology, and embryology); and
2.7.5 Infer evolutionary relationships among
organisms using the evidence of Evolution.
2.8 Systematics Based on Evolutionary Relationships
(Basic Taxonomic Concepts and Principles,
Description, Nomenclature, Identification, and
Classification)
2.8.1 Explain how the structural and developmental
characteristics and relatedness of DNA sequences are
used in classifying living things;
2.8.2 Identify the unique/distinctive characteristics of
a specific taxon relative to other taxa; and
2.8.3 Describe species diversity and cladistics,
including the types of evidence and procedures that
can be used to establish evolutionary relationships.
3. Is there a significant difference in the perceived
mastery level of the students’ when grouped according
to their demographic profile?
4. Is there a significant correlation between their
perceived mastery and general average in General
Biology?
5. Based on the findings, what recommendations could
be made to improve the mastery of the students and the
effective use of the given Most Essential Learning
Competencies?
Methodology
This study applied the mixed-method design,
particularly a combination of quantitative and
qualitative research designs. Quantitative research
design was used to compare the respondents’
perceived mastery level in General Biology with
respect to their sex and the type of school where they
studied Junior High School. Moreover, this research
design was used to test the direct relationship between
Aquino et al.
the respondents’ perceived mastery level in General
Biology and their general average grade in the subject.
On the qualitative aspect, the study explored on the
respondent-given recommendations to improve the
competency mastery level of senior high school
students in General Biology.
The study was conducted at Saint Mary’s University
Senior High School, Bayombong, Nueva Vizcaya on
the first and second semester of school year
2021-2022. The respondents of the study were Grade
12 STEM senior high school students who were
enrolled in General Biology 2 and took General
Biology 1. From a population of 318 Grade 12 STEM
students, and a 5% margin of error, a minimum sample
of 175 students was required. This calculation was
based on the normal distribution and the assumption of
having more than 30 samples. Although, an actual
sample of 153 students willingly participated in the
study. The respondents of the study were chosen
through convenience sampling technique by using
online forms.
The data collection instrument that was used in the
study is a researcher-made questionnaire that contains
three parts. First, the demographic profile, second, the
summary of all the Most Essential Learning
Competencies (36) for General Biology 1 and 2, and
the third part is a qualitive question on the
recommendations of the students to improve their
mastery level in the competencies of General Biology.
The criterion validity of the research instrument was
checked through internal correlation coefficients. High
correlation results (r > 0.30) show that the instrument
measured what it is expected to measure. Furthermore,
internal consistency of the instrument was checked
through Cronbach’s alpha. An alpha result of 0.98
indicated that the instrument has an excellent internal
consistency.
The data were gathered and analyzed according to the
objectives of the study. Descriptive statistics presented
the students' profile and perceived mastery level in
General Biology. Assumptions on normality and
homogeneity of variance were met, thus parametric
tests were used to analyze the inferential part of the
research objectives. In order to compare the perceived
mastery level of the students with their sex,
Independent Samples T-test was used. Further,
Analysis of Variance (ANOVA) and Scheffé post-hoc
test was used to compare the dependent variable in
terms of the students’ type of school in Junior High
School. Finally, content analysis was used to analyze
the students’ responses to the qualitative question.
534/538
Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article

Table 2. Perceived Mastery level of the Respondents in

Results and Discussion General Biology

This part presents the respondents’ profile and

perceived mastery level in General Biology. Also, the
comparison of the respondents’ perceived mastery
level when grouped according to sex and type of
school in Junior High School. Furthermore, the test for
the hypothesized relationship of the respondents’
mastery level and the subjects’ general average grade
was presented. Lastly, the result of content analysis
was summarized in this section.
Table 2 contains the descriptive statistics of the
Table 1. Profile of the Respondents
specific contents and overall result of the perceived
mastery level of the respondents in General Biology
(Refer to Appendix B for the perceived mastery level
for each learning competency). Focusing on the
individual contents, all the contents were labeled with
average mastery level. Out of the eight contents for
General Biology, Evolution and Origin of Biodiversity
(Mean=3.16, SD=0.64) and Genetics (Mean=3.16,
SD=0.72) have the highest mean; these are followed
by Cell Cycle and Introduction to Cell which have an
equal mean of 3.09. Subsequently, Energy
Transformation (Mean=3.08, SD=0.62), Biological
Molecules (Mean=3.07, SD=0.67), and Systematics
Based on Evolutionary Relationships (Mean=3.07,
SD=0.67) have similar descriptive results. Finally,
Transport Mechanisms (Mean=2.98, SD=0.65) content
has the lowest mean yet was also classified under an
Table 1 presents the profile of the respondents in terms
average mastery level. Overall, the students have an
of sex, type of school in Junior High School, and
average level of mastery with a mean of 3.09. This
general average grade in General Biology. With
means that the students’ have a satisfactory perceived
regards to sex, more than half of the respondents are
mastery level of General Biology competencies as a
female (62.10%) while only 37.90% are male.
whole.
Moreover, majority of the respondents came from
Private with Special Science Curriculum (61.40%) and
Table 3. Comparison of Respondents’ Perceived
the rest of the respondents studied in Regular Public
Mastery level in General Biology in terms of Sex
(20.90%), Science High School (14.40%), and Public
with Special Science Curriculum (3.30%) types of
Junior High School. In terms of the students’ general
average grades in General Biology, more than half of
the respondents have 90-94 (57.50%) average grades,
followed by students with 95-99 (15.70%) average
This table presents the descriptive statistics and
grades. On the other hand, only a quarter of the
univariate results for the perceived mastery level in
respondents have grades lower than 89.
General Biology between males and females.
Descriptive statistics show that the mean mastery level
In general, the respondents of the study were mostly
for female (Mean=3.12, SD=0.54) is slightly higher
female, majority studied in a private junior high school
with a special science curriculum, and as a whole, the than the mastery level for male (Mean=3.03,
average grades of the students in General Biology SD=0.61). The null hypothesis of equality of variance
were from very satisfactory to outstanding. is not rejected as required (Levene’s test = 0.635, p >
.05). A two-sample T-test revealed that there is no

Aquino et al. 535/538

Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article

Table 5. Correlation Analysis of Respondents’

significant difference between male and female Perceived Mastery level in General Biology and
perceived mastery level in General Biology (t = General Average
-0.953, p > 0.05). This implies that both male and
female students have the same mastery level of the
General Biology competencies. Moreover, both groups
were labeled with an average mastery level (Mean =
2.50 to 3.49 - Average Mastery Level). This table shows the Pearson’s r correlation result for
the correlation analysis between the respondents’
Table 4. Comparison of Respondents’ Perceived perceived mastery level in General Biology and
Mastery level in General Biology in terms of Type of general average on the subject. The overall results
School in Junior High School suggest that there is a significant relationship between
the respondents’ perceived mastery level and their
general average grade on the subject. Moreover, the
two variables were found to have a moderately low
positive correlation, r (153) = 0.243, p = 0.002. This
implies that there is a direct relationship between a
students’ perceived mastery level on the competencies
of General Biology and his or her actual general
Table 4 shows the descriptive statistics, ANOVA, and average grade in the subject. It further means that a
post hoc results for respondents’ perceived mastery high perceived mastery level on the competencies of
level in General Biology in terms of type of school in General Biology is equivalent to a high general
Junior High School. A one-way ANOVA revealed average grade of a student in the subject and vice
significant differences on the perceived mastery level versa.
of respondents in terms of the type of Junior High
School (F (3, 152) = 2.602, p = 0.05). Post hoc Table 6. Content Analysis Results on the Respondents’
comparisons using the Scheffé test indicated two Recommendations to Improve Students’ Mastery of
homogenous groups. First, the mean scores for General Biology Competencies
students who studied from science high school
(Mean=3.30, SD=0.56), private school with special
science curriculum (Mean=3.09, SD=0.53), and
regular public school (Mean=2.98, SD=0.66) have no
significant difference. This suggests that the perceived
mastery level of students who came from these types
of junior high school are not statistically different from
each other. Similarly, there is no significant difference
among the mean mastery level of students who studied
from private school with special science curriculum
(Mean=3.09, SD=0.53), regular public school
(Mean=2.98, SD=0.66), and public school with special
science curriculum (Mean=2.62, SD=0.49). However,
significant difference on mastery level was revealed
between students who studied from science high
school and public school with special science
curriculum. Based from the mean results, it can be
reported that students who studied in science high
school have a higher mastery level on the
competencies of General Biology than those students
who studied in a public school with special science
curriculum in Junior High School.

Aquino et al. 536/538

Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article

given to the students. Also, students pointed out the

need for structured feedback from their teachers in
terms of the results of the assessments. Furthermore,
10.71% of the responses proposed improvements on
teachers’ instructional materials particularly on the
teacher’s lesson videos, specifically on video length
and sound quality. It was also suggested that teachers
use tangible laboratory equipment in demonstrating the
lesson and inclusion of online laboratory activities
using an online microscope. Other factors to improve
as summarized through the responses of the students
were about learning modality (7.14%), learning
environment (5.95%), student attitude (4.76%), and
teacher personality (1.19%).

Conclusion

Based on the findings of the study, the following

conclusions were derived: (1) The respondents of the
study were mostly female, majority studied in a private
junior high school with a special science curriculum,
and as a whole, the average grades of the students in
General Biology were from very satisfactory to
outstanding. (2) The students have an average level of
perceived mastery on the learning competencies of
General Biology. This means that the students’ have a
satisfactory perceived mastery level of General
Biology competencies as a whole. Specifically, the
contents with the highest perceived mastery level are
Table 6 shows the content analysis results on the
Evolution and Origin of Biodiversity and Genetics
respondents’ recommendations to improve students’
while the lowest is on Transport Mechanisms. (3) In
mastery of General Biology competencies. Out of all
terms of sex, there is no significant difference on the
the qualitive responses, eight main factors were
perceived mastery level between male and female.
identified. In improving the competency mastery of the
This implies that both male and female students have
students, 35.71% responded that the teaching methods
the same mastery level of the General Biology
and strategies of teachers should be improved.
competencies. (4) There is a significant difference
Specifically, the respondents suggested for teachers to
among the type of Junior High Schools based on their
focus on a more comprehensive explanation during
perceived mastery level of General Biology
lesson presentation rather than simply reading the
competencies. Based from the mean results, it can be
information presented. In addition, the students
reported that students who studied in science high
recommend that teachers use of more motivational
school have a higher mastery level on the
teaching strategies and help students to direct their
competencies of General Biology than those students
own learning. Moreover, 20.24% of the responses
who studied in a public school with special science
were about curriculum recommendations specifically
curriculum in Junior High School. (5) There is a
on the time allotted per learning competency and on
significant positive relationship between the students’
the emphasis on specific topics like Genetics,
perceived mastery on the learning competencies of
Evolution, Enzymes, and Taxonomy. Additionally, in
General Biology and their actual general average grade
terms of assessments, 14.29% of the students’
in the subject. This implies that high students’
responses suggest that more appropriate, more
perceived mastery level on the competencies of
practical, and less difficult assessments should be
General Biology could also mean that his or her actual
general average grade in the subject is high and vice
versa. (6) In order to improve the mastery of the
students and the effective use of the given Most
Essential Learning Competencies of General Biology,

Aquino et al. 537/538

Psych Educ, 2023, 13: 531-538, Document ID:2023 PEMJ1185, doi:10.5281/zenodo.8348068, ISSN 2822-4353
Research Article
eight areas for improvement were suggested by the
respondents. These areas are teaching methods and
strategies, curriculum, assessment, instructional
materials, learning modality, learning environment,
student attitude, and teacher personality.
As manifested by the conclusions of the study, the
following recommendations are hereby proposed: (1)
Profiling and diagnostic test could be given to the
students at the start of the course to properly identify
their preparedness and learning needs with respect to
the contents of General Biology. (2) Teachers should
incorporate comprehensive explanation and discussion
of concepts in order to develop the higher order
thinking skills of the students. (3) Teachers should
ignite the interest and motivate the students to learn
and to have a high mastery level on the competencies
of General Biology. (4) Curriculum developers and
implementors should take into consideration the time
allotment for the most essential learning competencies
in General Biology. (5) Assessments should be
carefully planned so it clearly captures the nature and
goal of General Biology as a subject. In addition,
appropriate and practical assessments should be given
to the students. (6) Teachers should maximize giving
constructive feedbacks to students. These feedbacks
are important to communicate the progress of the
student and to identify areas for improvement. (7)
Teachers should maximize the use of online tools and
resources as instructional materials for online or
distance learning. (8) Teacher videos should have a
considerable time duration and a good sound quality.
(9) General biology should be taught in a face-to-face
learning modality to maximize the use of school
facilities and laboratory equipment. (10) Students
should develop a positive attitude about learning the
subject in order to have a high level of mastery of the
subject’s learning competencies. (11) Teachers should
be approachable to address students’ concerns needs in
learning the different competencies of General Biology
References
Aguillon, M.S, Siegmund, G., Petipas, R..H, Drake, A., Cotner, S.
and Ballen, C. (2020). Gender differences in student participation in
an active-learning classroom. Life Sciences Education Journal (19),
2.://doi.org/10.1187/cbe.19-03-0048
Dela Cruz, R, J. (2022). Science education in the philippines.
Retrieved from
https://link.springer.com/chapter/10.1007/978-981-16-6955-2_20
Department of Education (DepEd) Order No. 73 (2012). Guidelines
on the assessment and rating of learning outcomes under the K to 12
Aquino et al.
Basic Education Curriculum.Retrieved from:
h t t p : / / w w w. d e p e d . g o v . p h / o rd e rs / d o -7 3 -s - 2012
Department of Education (DepEd)-Bureau of Secondary Education
(2002). Implementation of the 2002 Basic Education Curriculum.
http://www.deped.gov.ph/orders/do-25-2002.
DepEdCommon(2020). Guideline on the use of the Most Essential
Learning Competencies(MELC’s).
https://commons.deped.gov.ph/MELCS-Guidelines.pdf
Maranan, V. (2017). Basic process skills and attitude toward
science: inputs to an enhanced students’ cognitive
performance. Science Framework for Philippine Basic Education.
R e t r i e v e d
fromhttps://www.sei.dost.gov.ph/images/downloads/publ/sei_scibasi
c.pdf.
Department of Education. (2019b). Policy guidelines on the K-12
basic education program.Retrieved from
https://www.deped.gov.ph/wpcontent/uploads/2019/08/DO_s2019_0
21.pdf.
Muttaqiin, A. et al. (2021): Achievement of students’ concept
mastery through concept-based learning and drill methods in biology
instructional
Methodology Course. J. Phys.: Conf. Ser. 1940 012118. Retrieved
from https://iopscience.iop.org/article/10.1088/1742-6596/1940/1/01
2118/pdf
Santos, J. T. D., Lim, R. R., & Rogayan, D. V. Jr. (2021). Least
mastered competencies in biology: basis for instructional
intervention. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(2),
208-221. https://doi.org/10.22219/jpbi.v7i3.17106
Affiliations and Corresponding Information
Rhodora M. Aquino
Saint Mary’s University – Philippines
Marites Vilma F. Sanchez
Saint Mary’s University – Philippines
Joyce Anne P. Nillo
Saint Mary’s University – Philippines
Luzviminda C. Palecpec
Saint Mary’s University – Philippines
Albert C. Cabullos
Saint Mary’s University – Philippines
538/538