Science Primary Skills as an Instructional Intervention for Improving Learning Outcomes in Mendelian Genetics: A Quasi-Experimental Study

Science Education

This quasi-experimental study looked into how effective it is to implement Science Primary Skills (SPS) into teaching Mendelian genetics to Senior High School students in private schools in Davao City. A total of eighty students were split into two groups: one received traditional instruction, while the other experienced SPS-based teaching. To gauge their understanding and learning progress, pretests and posttests were conducted, focusing on key genetics topics like monohybrid crosses, dihybrid crosses, probability, and pedigree analysis. The results indicated that both groups made improvements, but the experimental group stood out with significantly higher posttest scores. The statistical analysis showed notable differences both between and within the groups, with the SPS approach demonstrating a very large effect size (d = 2.71). These findings confirm that SPS-based instruction enhances students' grasp of complex biological concepts. The study suggests that biology classrooms should incorporate more SPS methods, provide better training for teachers, and continue exploring its use in other subjects.

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