Needs Assessment-Based Instructional Material on Non-Mendelian Patterns of Inheritance for Grade 9
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Abstract
Students often struggle with understanding scientific concepts, particularly in Biology. This study was conducted to develop and evaluate an instructional module designed to address the least mastered competencies in Biology. Specifically, it aimed to construct a contextualized module on non-Mendelian patterns of inheritance and subject it to formative evaluation. The participants included 120 Grade 10 students and 5 Biology teachers from Hinaplanon National High School. Data were collected through a Biology Diagnostic Test, a learning style inventory, and a teacher needs assessment survey. Expert validation, the Fry Readability Graph (Fry, 1968), and the Romey Student Involvement Index (Romey, 1968) were employed to ensure the module’s appropriateness and effectiveness. Results of the diagnostic test revealed that explaining different patterns of non-Mendelian inheritance was among the least mastered competencies, while students’ preferred learning styles were solitary and visual. Based on these findings, a blended contextualized module was developed and evaluated by experts and students. The evaluation indicated that the module demonstrated high content validity, appropriate readability, and active student involvement. Overall, the findings suggest that the module is suitable for Grade 9 learners and can serve as a valuable resource for improving comprehension and engagement in Biology.
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