Introduction
Navigating Genetics through Problem – Based Learning (PBL) Approach and Technology Enhanced Classroom (TEC) Amalgamation: Its Effectiveness and Thrust in Teacher Education
An Action Research Proposal
Abstract
This action research will design and determine the effectiveness of problem-based learning approach with the integration of technology-enhanced classroom model in teaching genetic lessons. These two interventions in the lesson have now become widely used to enhance teaching practices in many subject domains in educational levels, and reporting promising results for enhancing student learning experiences. Meanwhile, this study will address the challenges and pedagogical issues in teaching genetics lessons in higher institutions. The pre-post tests and instructional materials will be undergoing validation from experts and will be implemented in the undergrad biology teacher education students in the university in the second semester within two consecutive weeks of the identified genetics lessons. Quantitative and qualitative data will be gathered from all conducted activities (individual, grouping, reporting, worksheets, exercises, reflection and observation) in the lesson that will describe, interpret, and compare to reach set of valid findings in determining the support provided in the lesson materials during the instruction in genetics lessons. Their digital competencies will be assessed to determine students’ learning experiences through their outputs in the classroom. This research will employ quasi-experimental design from two classes of the school year 2018-2019 following the newly approved syllabus in the university. The results of this study will provide pieces of evidence for potential advantages in students’ cognitive and digital learning outcomes related to subject domain knowledge as well as to their level of engagement.
Keywords: Effectiveness, problem-based learning approach, technology-enhanced classroom, amalgamation, amalgamation
Introduction
Problem-based learning (PBL) is an instructive method that fosters learning and the development of 21st century competencies and skills (Bell, 2016) through a problem – based and the fusion and practical application of knowledge in real-world situations (Capraro & Slough, 2013). Previous research about the effectiveness of PBL in higher education indicates that PBL is more effective than traditional lecture based on the retention and skills development (Strobel & Barneveld, 2009) of the students. However, not much is known about the effectiveness of PBL in teaching genetics. With this, investigating the quantitative evidence for the effectiveness of PBL with the integration of technology-enhanced classroom model in genetics will be investigating to determine whether the perception of PBL is a promising learning approach is important (Duch et al., 2011).
In recent years, research shows changes in the modification of study learning behavior as reported by Coles (2013) and Newble and Clark (2001) that students were more flexible and meaningful as classroom methods compare to non-PBL students. In the study of Blumberg (2000) found that the use of PBL among students were more likely to use textbooks and other printed materials and informal discussion with peers than non‑PBL students, were relying on lecture notes.
As seen in the reviews by Albanese and Mitchell (2001), Vernon and Blake (2014) has focused mainly on comparing the outcomes of PBL methods to more outdated pedagogical methods. Research on PBL as a method for preparing teachers/instructors has followed in outdated methods which are less effective compared to problem-based methods used in the classroom based on the independent outcomes of the students. These reviews provide insight as to how PBL compares to outdated methods of learning.
PBL presents unique challenges for assessment among students in their academic performance. Because the emphasis of this pedagogy is mainly on learning to learn and less on mastery/rote learning and outdated methods of classroom assessment like examinations may not be effective or less (Major, 2012).
Mainly, PBL and TEC have become a growing level of attention set the promising results that showcase its capacity to enhance teaching practice and give better students’ cognitive learning outcomes and motivations in a wide range of educational levels (Giannakos et al., 2016). However, PBL and TEC have been addressed in K to 12 (Basic Ed, Junior, and Senior High School) where research exists to provide positive evidence on the potential of PBL and TEC to provide enhanced student experiences. Despite this evidence, no explicit focus has yet been placed on evaluating PBL and TEC in the context in teaching genetics. This is an important challenge in considering the range of successful implementations of PBL and TEC in higher education institutions (HEIs).
Thus, the contribution of this paper is to address the aforementioned issues of PBL approach and evaluate TEC effectiveness within the context of higher education institutions (HEIs) curriculum. More specifically, this paper will present the design and implementation of an action research for evaluating the capacity of the two interventions in the classroom setting to enhance students’ learning experiences from a range of perspectives, namely (a) cognitive learning outcomes, (b) distribution of different types of learning activities in two interventions, (c) levels of motivation during the learning activities, and (d) level of students’ engagement during the learning activities.
The remainder of this action research is designed as follows: (a) the background section defines the PBL and TEC that describes existing research work on its implementation in higher education to enhance students’ learning outcomes and meaningful experiences; (b) the research methodology will present the design and methodology of the study; (c) the results section will present the findings of the research study, and (d) the conclusion and recommendations will present the potential strands of further research.
PLAN: Defining the System
This action research will address the challenges and pedagogical issues in using problem – based learning approach in the classroom with the integration of technology-enhanced classroom model in teaching genetics in the undergrad biology education students. This intervention will shift their normal practice to a more intense way of teaching in the classroom because some instructors just merely use lecture instead of blended learning instruction just to give minimum learning competencies. In this approach, they might intend to provide challenges and shreds of evidence that this instruction focused on the problem solving, reasoning, and communication in a meaningful context that could develop activities using higher order thinking skills in teaching genetics lessons.
Meanwhile, many studies show that there is no significant difference between the knowledge that PBL students and non‑PBL students acquire about sciences (Albanese & Mitchell, 2001). However, students who acquired knowledge in the context of solving problems have been shown to solve new problems than individuals who acquire the same information in traditional methods of learning facts and concepts through lectures (Bransford, Franks, Vye, & Sherwood, 2014) and students in the problem‑based learning classroom might develop stronger competencies and important skills (de Vries, Schmidt, & de Graaff, 2013).
This proposed action research will design to develop lessons on teaching genetics with the integration of technology-enhanced classroom model. These instructional approaches will anchor to the contents of the lessons, namely: chromosome mutation, DNA structure and analysis, DNA replication and recombination, and DNA organization in chromosomes in the later part of the semester.
PLAN: Asessing the Current Situation
The literatures review in this proposed study examines research that focuses on using problem-based learning approach and technology-enhanced classroom model in teaching genetics and related studies about such interventions in the curriculum in higher education, pedagogical issues in integrating these interventions in the lessons and the role technology and representations in developing students’ learning, concepts, knowledge, skills, and understanding in genetic lessons.
The significance of this is that, if the science teachers remain this kind of instruction in the classroom, the outcome can be a misalignment between their objectives and student learning outcomes in today’s methods of teaching.
Many teachers claim that their students will not do any work unless it is being assessed - by which they often mean be awarded a mark. However, Knight (2005) stated that assessment for purposes of being assessed as in their own interests to emphasize what they know or can do. In problem-based learning, students have to make accounts about what they already know and can do and gaps in their knowledge and competence, thus, assessment of effective instructional materials needed to be developed that encourages learners to be open and candid. Knight (2005) suggests that through effective evaluative tools students can reveal their weaknesses.
Further, it might be considered that effective instructional assessments are inclusive for the teachers to use a variety of approaches and methods for which students are adequately prepared, and how it will evaluate and review the effectiveness of instructional lesson materials and evaluative tools on student learning in the delivery of the lessons in the classroom.
Finally, problem-based learning processes leading to a variety of learning outcomes hopefully challenge to use effective assessment to contribute to more active learning, not merely to lead to marks or grades.
The real challenge of this study is to make an effective assessment on PBL and technological tools, innovative teaching strategies, HOTS oriented, and meaningful learning experiences on the part of the students. Problem-based learning with TEC integration should be as engaging in an educational setting as it is for the students finding things productive and constructive on their end.
SYNTHESIS
The review of the related literature explores the effectiveness of using problem-based learning and technology-enhanced classroom model as an instructional approach that could address the pedagogical issue in teaching and learning genetics. It is reported that many of science teachers were used and believed the effectiveness of these interventions in the school setting. Studies presented that the emphasis of PBL is used on the contextual problem to improve and enhance meaningful learning and instruction, is one of the key elements of this approach in teaching. Furthermore, some pedagogical issues explored by some researchers (Stacey et al., 2001; Moore, 2009; Brown, 2011) as an attempt to address the difficulties of genetics learning were also being discussed. It is noted in the pieces of literature that in teaching genetics also follow the same pathway in some other countries which may yield to fragmented understanding. Moreover, these results were used by the researcher as a baseline data and information in the developing and enhancing of the materials and strategies to improve the learning in teaching genetics. Finally, the literature review of PBL and the role of technology in this proposed study may play theoretically significant in genetics learning.
PLAN: Analyzing Causes
The present study will attempt to address issues and difficulties in genetics learning by providing a developed, validated, and enhanced electronic instructional lesson materials on genetics. Similar to the study of Dewey (1938) the PBL approach is important for practical experience in learning.
The PBL is well suited to helping students become active learners because it situates learning in real-world problems and makes students responsible for their learning outcomes. It has a dual emphasis on helping learners develop strategies and construct knowledge in cognition and technology. (Collins et al., 2012; Hmelo and Kolodner, 2003).
The review of PBL is timely because issues of a reflective thinking and lifelong learning have come to discuss in the classroom (Bransford et al., 2014; Greeno et al., 2013). PBL is of increasing interest today of many educators as revealed in a widespread publication of articles about PBL (Duch et al., 2001; Torp and Sage, 2007). Educators are interested in PBL because of its emphasis on active, transferable learning and its potential for motivating students critically.
In the study of Barrows (2004) and Torp-Sage, 2007) pointed out that PBL is an approach focused on experiential learning organized around the investigation, explanation, and resolution of meaningful problems. Furthermore, in PBL, students work collaboratively and learn what they need to know in order to solve a complex and practical problem. The teacher acts only as a coach or facilitator to guide student learning through the learning process. In this process, students will present with the problem situation, formulate and analyze the problem by identifying the relevant facts from the situation. This fact-identification step helps students represent the problem. As students understand better, they can generate hypotheses about possible situations. These knowledge deficiencies become what is known as the learning issues that students research during their self-directed learning (SDL). Following SDL, students will apply their new knowledge and evaluate their hypotheses in light of what they have learned. At the completion of each problem, students reflect on the abstract knowledge gained and the role of the teacher helps students learn the cognitive skills needed for problem-solving and collaboration. Because students are self-directed, managing their learning goals to solve PBL’s structured problems so that they can acquire the skills needed for lifelong learning (Barrows; Kelson, Gaalagher, 2004).
These key issues that go to the heart of the approaches of learning through problem-solving, namely: (a) approaches emphasize that learners are actively constructing knowledge collaboratively; and (b) the roles of the student and teacher are transformed. The teacher is no longer considered the main repository of knowledge, but the facilitator of collaborative learning. The teacher helps guide the learning process through a critical and complex problem to make their thinking visible and to keep all the students involved in the group process. In PBL, students become responsible for their own learning, reflective thinker, and critical thinker about what is intended to learn (Bereiter and Scardamalia, 2011).
To this end, the researcher will attempt to navigate problem-based learning with the integration of technology-enhanced classroom model in teaching genetics lessons centered on inventive, exploration, reasoning (HOTS), and communication within meaningful contexts guided by the principles of the nature of science in the curriculum. In addition, the researcher believes that the use of technology-enhanced classroom software (interactive activities) will fasten the skills (HOTS) of students so that they could a lot more time and focus on the analysis and exploration phase of the lesson. Analyzing and exploring allow the students to become creative and thinker, generalize relationship among the concepts and even provide predictions of the situation. Moreover, the researcher will hope to blow the enthusiasm of the students toward learning genetics concepts and make them active participants in the conduct of this study.
IMPLEMENTATION THEORY
A. On Problem-Based Learning (PBL)
The framework of this study is anchored on Dewey’s (1938) Theory of Learning by Doing. In linking to this theory, the proposed framework will use to design instructional approach to develop lessons on genetics in chromosomes and DNA structure. This framework wanted to reveal how PBL with TEC in the classroom will be implemented in the develop lessons on genetics.
With this, it will further investigate the effectiveness of these interventions to the need of reflective instruction of genetics as well as in science. In the other way around, constructivism (Perkins, 1991; Piaget, 1969; Vygotsky, 1978) further explains that individuals construct knowledge through interactions with their environment including different interactive materials, and each individual's knowledge construction is different. Through conducting investigations, conversations or activities, an individual is learning by constructing new knowledge by building their current knowledge. Constructionism takes the notion of individuals constructing knowledge one step further and based on Harel & Papert (2006); Kafai & Resnick (2014) postulates that individuals learn best when they are constructing an artifact that can be shared with other students in the classroom and reflected on it. Furthermore, another important element is that the artifacts must be personally meaningful, where individuals are most likely to become engaged in learning. By focusing on the individual learner, problem-based learning strives for considerable individualization of curriculum, instruction, and assessment; in other words, the approach is a learner-centered (Moursund, 2013).
This current study will design to develop effective and meaningful lessons in genetics. The instructional lesson materials will be guided by the seven PBL steps, namely: (1) explore the issue (gather necessary information; learn new concepts, principles, and skills about the topics of the lessons); (2) state what is known (students and groups list what they know about the situation and list what areas they are lacking information); (3) define the issues (frame the problem in the context of what is already known and information the students expect to learn); (4) research the knowledge (find resources {on-line, textbooks, journals} that will help create a compelling argument); (5) investigate solutions (list possible actions and solutions to the problem, formulate and test potential hypotheses); (6) present and support the chosen solution (clearly state and support your conclusion with relevant information and evidence); and (7) review your performance (this is a crucial step in improving your problem-solving skills; students must evaluate their performance and plan improvements for the next problem).
Moreover, the important steps above in the conduct of this study will validate the instructional lesson materials to ensure that it manifests the use of PBL with TEC in teaching the lessons among biology students.
B. On Technology Enhanced Classroom (TEC) Model
This action research will integrate digital approach in the different contexts of chromosomes and DNA structures in genetics. One of the students’ learning tools is the use of technology as an engine to access information that will shape the ways students do. According to Verillon and Rabardel, 2009), it is critical to examine the different ways students use technology tools because the ways that students use tools impact how they think about it. They added that a tool becomes an instrument when a person has appropriated it into his / her activity in a way that has meaning for achieving a specific purpose. Instrumented activity is referred to the activity that occurs when an individual appropriates a tool and integrates it into his / her activity. Dejarnette (2014) mentioned that instrumented activity is technological tools through science concept in genetics towards the aim to support the students’ developing understanding of the lessons.
Overall, the study seeks to contribute to the teaching and learning by navigating genetic lessons through problem-based learning base on the instructional design incorporated technology-enhanced classroom tools. Lastly, the study focuses on 3rd year biology education students in regular heterogeneous class this school year, 2018-2019 in Caraga State University, Butuan City, and a state government university in the Philippines. The framework shown below illustrates the flow of the study.
Reflection
According to Richard Sagor in his book entitled: Guiding School Improvement with Action Research states that “When teachers have convincing evidence that their work has made a real difference in their students’ lives, the countless hours and endless efforts of teaching seem worthwhile.”
Problem-Based Learning (PBL)
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Approach (Its goals) *Flexible knowledge *Effective problem-solving skills *Self-directed learning skills *Effective collaboration skills *Intrinsic motivation |
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Instructional Methods Learning group on a complex problem Work in collaborative groups Engage in self-directed learning The effectiveness of the strategies employed
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Technology Enhanced Classroom (TEC)
Learning Materials Laptop, Projector, Videos E-module, Interactive worksheets, PPT, etc. |
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Contents Genetics Lessons |
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Pedagogy Constructivist by nature Learning processes, Self-directed, Problem-solving
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Evaluative Assessment Tools Summative / Unit Test, Pre and Post-Tests, Reflections, Interviews |
This study is two-fold: (1) the use of problem-based learning approach in teaching genetics lessons with the aim to develop their critical thinking and creativity and (2) integrate technology enhanced instructional materials through an action research using the Plan-Do-Study-Act (PDSA) Framework.
The Action Plan Matrix
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Activity |
Rationale |
Persons Involved |
Timeline |
Resources Needed |
|
A. Ask/solicit ideas from colleagues about their teaching experiences, if any, and collect some baseline data or information
|
It will provide the researcher baseline data and information of the action research |
Researcher and co-faculty members in biology |
April 2018 (New academic calendar) |
Scholarship assistance from CHED
On-line resources
Media technical support of my department in biology
Consultation with colleagues and other expert persons on the development of the lesson materials
Consultation with the adviser
|
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B. Browse on-line sites and read related literatures about PBL and TEC to enhance and broaden ideas before the conduct of the study |
It expects to highlight the problem of the study and strengthens the purpose to conduct the action research learning in genetics |
Researcher |
April 2018 (New academic calendar) |
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C. Develop data collection strategies and create which includes the lesson, evaluation materials, validation of worksheets, reflection sheets, test for the implementation of the interventions and constructing of pre-post tests questionnaires
Collaborate with biology and IT faculty, and experts for suggestions and improvements of instruments |
It serves as data collection and to elicit evidence for the action research |
Researcher and science colleagues, experts, adviser |
May 2018 (New academic calendar) |
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D. Modify or improve the lesson materials based on the recommenda- tions and suggestions made by experts |
It will measure how well the instructional lesson materials manifested in the nature of teaching genetics |
Researcher |
May 2018 (New academic calendar) |
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E. Meet with the students participants of the study and co-faculty that will help implement the lesson materials |
It will provide the participants and the teacher an orientation of the nature of action research, their contribution, and the significance of the study |
Researcher, student-participants, and colleagues |
August 2018 (New academic calendar) |
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F. Actual implementation of the intervention and collect data / evidences |
It examines and describes the support provided by the lesson materials that will exhibit on the students’ learning experiences |
Researcher and adviser |
September 2018 (New academic calendar) |
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G. Analyze and interpret data / evidences during the implementation of the conduct of the study |
It will address the research questions of the study |
Researcher, panel, and adviser |
September 2018
(New academic calendar) |
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H. Present findings to the panel for oral defense
Plan the next cycle in the action research process |
It will enable the researcher to use the findings / results to make effective changes in teaching and learning of genetics lessons |
Researcher, panel, and adviser |
October 2018 (New academic calendar)
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The Structural Components of the Study
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Phase 1 |
Development of the instructional lesson materials using PBL and TEC model |
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Phase 2 |
Implementation of the two interventions
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Development of the Genetics Instructional Lesson Materials using PBL and TEC
In developing the instructional lesson materials, the sequencing of the context of the lessons will be done by the researcher.
Presently, many biology students have encountered difficulties in learning science especially genetics because of the difficulty of the lesson even in high school and college levels. As reported in many studies, genetics perceived as a challenging topic for some students and teachers in the school. A baseline study conducted in 2000’s by many researchers found that genetics was one of the topics regarded as difficult to learn in biology (Trui, 2006). Mwale (2013) found out that when the teacher has limited context knowledge and limited use of effective strategies, students’ knowledge was sacrificed. In the same study, teachers also cited the teaching of genetics as one of the areas they needed further professional development and effective construction of instructional materials in teaching genetics.
Although genetics has been identified as a difficult topic to learn among students, the nature and causes of learning difficulties in this topic have not been investigated further. Therefore, the purpose of this study is to investigate the nature and causes of learning difficulties experienced by many students in genetics in college level. It is hoped that this study will generate information that could use improve the learning of genetics that possibly develops digital instructional lesson materials that will enhance the critical thinking of the students.
Moreover, in this investigation, learning scientific concepts will be assumed to the number of factors that will facilitate critical and effective learning towards students’ outputs.
RESEARCH QUESTIONS
1. What is an academic performance of the students in genetics in terms of:
1.1. using problem-based learning approach in the lessons; and
1.2. integration of technology-enhanced classroom tools?
2. Is there a significant improvement in the students’ performance in genetics after using
problem-based learning approach with the integration of technology-enhanced classroom tools in their pre and post – tests exams in genetics?
3. Based on the findings of the study, what instructional materials can be designed to
enhance effectively the critical thinking skills of the students in genetic lessons?
Lesson Map in Navigating Genetics using PBL with TEC Integration
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Defining the Problem |
Resources |
Learning Process |
Testing and Evaluating |
Results / Outputs |
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Phase 1: Introduction of the Lessons and Instructional Materials |
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Lessons identification |
Classroom facilities |
Cooperation of the teacher and researcher |
Conduct pre-test of the targeted skills and competencies |
Low / High scores |
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Initial reactions of the student participants |
TEC tools / enhanced instructional materials |
Introduce the enhanced / digital instructional materials |
Know their knowledge about the instructional materials |
Less / effective manipulation of the introduced materials |
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Phase 2: Interaction with the Lessons |
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Chromosomes mutations
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Enhanced instructional materials
Digital equipment
On-line sources
Textbooks
Journals
Other printed materials |
Problem-based learning oriented
Incorporation of digital equipment
Self-directed learning
Reflective thinking
Group activity
Reporting, simulation, etc. |
Formative test
Summative test
Unit test
Performance test
Group collaboration
Quizzes
Oral reports |
Expected high scores
Quality performance in group activity
Interactive learning among students
Meaningful learning experience
Long term retention |
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DNA structures and analysis
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DNA replication and recombination |
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DNA organization in chromosomes |
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Phase 3: Integration of the Interventions (PBL & TEC) |
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Finding solutions of the given problem
Technological skills (if they lack mastery in manipulating the media) |
PowerPoint presentations
Animation / video / filming of their activities
Organizers |
Integration of PBL and instructional media in the learning process
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Solving complex problem
Good reasoning ability
High mastery level of the lesson |
High scores in post-test
Problem-based oriented
Critical thinker
Technology - based oriented |