Date of Publication

4-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Biology

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Voltaire Mallari Mistades
Frederick Torralballa Talaue
Mary Jane C. Flores
Socorro E. Aguja

Abstract/Summary

The United Nations Sustainable Development Goal (UN SDG) framework promotes sustainable development in K-12 education, providing opportunities for students to connect scientific concepts to local and global issues and take action. While the UN SDG framework using specific approaches has been explored, there is no integrated framework incorporating these global goals into plant biology education for senior high school students. This study aimed to implement and evaluate the developed 5E Project-Based Global Instructional Plan (5E-PB GIP) for grade 12 STEM students at a private school in Metro Manila (n=77). This study employed collaborative action research (CAR) guided by the PDSA model using an explanatory sequential mixed-method approach to examine the effects of the instruction on student learning outcomes and sustainability practices. A biology teacher implemented the plan, and 51 students participated in the study. Data were collected from evaluation checklists, test scores, self-assessment questionnaires (SAQs), classroom observations, project outputs, in-depth reflections, and focus group discussions. Quantitative analysis used descriptive statistics, Paired sample t-test, Wilcoxon signed-rank test, and Spearman's rank correlation, while qualitative data were analyzed using software- and generative-AI-assisted thematic analysis. The 5E-PB GIP received a proficient to expert evaluation rating from the school administrators (n = 4). Results revealed positive student engagement and perception of the SDG integration, 5E approach for action orientation, learner-centeredness, transformative learning, and execution of the PBL elements in the class. Students demonstrated a significant change in student empowerment (Z = 2.52, p = 0.012, r = 0.35), perceived usefulness of the instruction (Z = 2.09, p = 0.037, r = 0.29), and the Unit 1 assessment (p < 0.05, d = 1.29). They encountered challenges in the Unit 2 test because of the lesson's complexity. While collaboration skills improved in all dimensions, only the contributing resources, ideas, and efforts showed a significant change (p = 0.004). The instruction also significantly improved the students’ knowledge (Z= 3.456, p < 0.001, r= 0.484), attitudes (Z= 2.253, p= 0.024, r= 0.315), and practices (Z= 4.451, p < 0.001, r= 0.623) toward sustainable development. However, they had concerns about time constraints, workload, and minimal group participation. The findings suggest integrating the 5E-PB Global instruction into the curriculum, explicit instruction of collaboration skills, scaffolding challenging concepts, more flexible service-learning projects, and additional scenario-based test items for problem-solving and critical thinking. Professional training and support are needed for effective implementation.

Keywords: Sustainable Development Goals (SDGs), 5E model, project-based (PB), plant biology instruction

Abstract Format

html

Language

English

Format

Electronic

Keywords

Botany—Study and teaching (Secondary); Interdisciplinary approach in education; Curriculum planning

Upload Full Text

wf_yes

Embargo Period

4-23-2028

Download

Available for download on Sunday, April 23, 2028

Share

COinS