Enhancing students’ engagement, self-efficacy, and performance through hypothetical learning progressions in genetics and evolutionary concepts

Date of Publication

7-2026

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire M. Mistades

Defense Panel Chair

Denis Dyvee Erabo

Defense Panel Member

Mary Rose Briones-Cerdeña
Marie Avigail Dolleton

Abstract (English)

The integration of Hypothetical Learning Progressions (HLPs) and interactive simulations in science education has been recognized as a promising approach to enhance student engagement, self-efficacy, and academic performance. This study investigated the impact of combining HLPs with BioMan Biology simulations on Grade 11 STEM students' engagement, self-efficacy, and academic performance in learning genetic and evolutionary concepts in General Biology 2. Using a one-shot case study design, 34 participants underwent a six-week intervention aligning BioMan simulations with a five-level HLP framework. Quantitative data from the SEMLIS and quarterly grades were analyzed using paired-samples t-tests and Pearson correlation, while reflective journals were analyzed thematically. Results showed engagement shifted from teacher-dependent to intrinsically motivated across the HLP levels, and self-efficacy improved significantly across all five SEMLIS dimensions (p < .001). Academic performance also improved significantly, t(33) = 4.28, p < .001, with all five dimensions positively correlated with performance, strongest for Control of Concentration and Learning Risks Awareness. The study concludes that HLP-and-BioMan integration is a viable strategy for General Biology 2.

Abstract Format

html

Abstract (Filipino)

Ang pagsasama ng Hypothetical Learning Progressions (HLPs) at mga interactive na simulation sa pagtuturo ng agham ay kinikilala bilang isang mabisang paraan upang mapahusay ang engagement, self-efficacy, at akademikong pagganap ng mga mag-aaral. Sinuri ng pag-aaral na ito ang epekto ng pagsasanib ng HLPs at BioMan Biology simulations sa engagement, self-efficacy, at akademikong pagganap ng mga mag-aaral ng Grade 11 STEM sa pag-aaral ng mga konseptong genetiko at ebolusyonaryo sa General Biology 2. Gamit ang one-shot case study design, sumailalim ang 34 na kalahok sa anim na linggong interbensyon na nag-aalinyo sa mga simulation ng BioMan sa isang five-level HLP framework. Ang datos na quantitative mula sa SEMLIS at mga grado kada quarter ay sinuri gamit ang paired-samples t-tests at Pearson correlation, samantalang ang mga reflective journal ay sinuri nang thematic. Ipinakita ng mga resulta na ang engagement ay lumipat mula sa teacher-dependent tungo sa intrinsically motivated sa buong antas ng HLP, at makabuluhang bumuti ang self-efficacy sa lahat ng limang dimensyon ng SEMLIS (p < .001). Makabuluhan ding bumuti ang akademikong pagganap, t(33) = 4.28, p < .001, kung saan ang lahat ng limang dimensyon ay positibong nauugnay sa pagganap, pinakamalakas para sa Control of Concentration at Learning Risks Awareness. Napagtibay ng pag-aaral na ang pagsasanib ng HLP at BioMan ay isang mabisang estratehiya para sa General Biology 2.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Genetics—Study and teaching (Secondary); Evolution (Biology)—Study and teaching (Secondary)

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