Addressing conceptual difficulties in genetics through student-centered pedagogy: The case of thinking frames approach

Abstract

Genetics is a foundational concept in biology with far-reaching applications in health, agriculture, and forensic science. Despite its significance, students at the Senior High School level often struggle with conceptual understanding in genetics, resulting in poor academic performance. This study investigates the effectiveness of the Thinking Frames Approach (TFA), a student-centered instructional strategy grounded in constructivist theory, in addressing conceptual difficulties and improving performance in genetics. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 200 SHS Biology students from two schools. The experimental group was taught using TFA, while the control group received conventional instruction. Data were collected using a validated Genetic Concept Test and analyzed using non-parametric statistical methods due to non-normal distribution. Results from the Wilcoxon Signed Rank Test revealed a statistically significant improvement in the experimental group’s posttest scores (p = .001, r = 0.87), indicating the positive impact of TFA on student performance. Furthermore, the Mann-Whitney U Test showed no significant gender-based differences in posttest scores, suggesting that TFA fosters equitable learning outcomes. The findings underscore the pedagogical value of TFA in enhancing conceptual clarity and academic achievement in genetics, advocating its integration into biology instruction to promote inclusive and effective science education.