Utilizing Digital Memes in Teaching Genetics on Grade 11 STEM Students
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Abstract
Digital memes are pieces of amusing or relatable content that are created and widely disseminated online. A meme is usually an altered or combined image, video, or text that aims to convey a specific message or evoke a certain reaction. Internet memes, as a form of user-generated digital media content, can have significant impacts on individuals who come across them. This study attempts to determine the effect of Utilizing Digital Memes in Teaching Genetics to STEM Students. It sought to determine the difference in the pre-test and post-test scores of both the control and experimental group. This research used experimental research design where two sections of Grade 11 senior high school in Integrated Developmental School, Naawan, Misamis Oriental are the respondents of the study. The first section was the experimental group utilizing digital memes, while the second section was the control group using the lecture method. The results showed that utilizing digital memes in teaching genetics has a substantial impact on the student’s performance compared to the lecture method. This implies that those respondents who got the intervention achieved better in post-test scores than those who were instructed and taught with the lecture method. Since the t-value is -10.61 which corresponds to the p-value of 0.0001which is less than 0.05 level of significance. Therefore, the null hypothesis was rejected since there was a significant difference in the scores of the students from the pre-test to the post-test between the two groups but, students got a higher score and improved better using the digital memes compared to the lecture method. This suggests that when the intervention was used, the respondents' performance significantly improved. Moreover, teachers may use appropriate digital memes that will be incorporated into the lesson and choose popular and familiar memes with the students to improve their understanding of the lesson.
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