Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

Abstract

The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a quasi-experimental, non-equivalent pre-test post-test control group design was used for the investigation. A total of 190 students from six grade 11 intact science classes, and their six teachers drawn from the six high schools in Tshwane South educational district in Gauteng, South Africa comprised the study sample. The participating teachers taught a genetics course made up of several themes to students in the control and experimental groups over a 7-week period. Five instruments were used to assess student performance in genetics content knowledge, science inquiry skills, problem-solving and decision-making abilities and attitude towards life sciences. Qualitative data derived from teachers' and students' interview protocols were used to supplement the quantitative data. The results suggest that context-based teaching was significantly better than traditional teaching approaches in enhancing student performance, apart from specific science inquiry skills. Performance differences were strongly associated with the type of contexts used in designing the genetics learning materials, and the context-based teaching model used for implementing the materials.

Exploring Biology Teachers’ Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

“…In addition, there is also widespread poor performance and negative attitudes towards the subject matter itself (Barmby, Kind & Jones, 2008;Kazeni & Onwu, 2013). In Swaziland, where the study reported here was undertaken, a recent World Bank Report on the status of secondary education noted that overall, Swazi students perform poorly in mathematics and science subjects in public examinations (Marope, 2010).…”

Context-based teaching and learning practices in upper primary science classrooms in East Gojjam administrative Zone, Ethiopia

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The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

“…Similarly, Hargrove and Nietfeld (2014) found that metacognitive instruction significantly encourages students' creative problem-solving. Kazeni and Onwu (2013) noted that context-based learning is significantly better than traditional teaching approaches. In addition, Podschuweit and Bernholt (2017) reported that context-based learning provides opportunities for students to develop their conceptual understanding.…”