The effects of various laboratory teaching methods on students' achievement in biology

• Main Author: Carvajal, Alberto C.
• Format: text
• Language: English
• Published: Animo Repository 1990
• Subjects: Biology > Study and teaching (Secondary); Academic achievement; Biology
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/636
• Institution: De La Salle University

This study investigates the effects of three laboratory teaching methods, namely: indoor laboratory activities (ILA), outdoor laboratory activities (OLA) and combined indoor-outdoor laboratory activities (ILAOLA) on students' achievement in biology. Three non-equivalent groups of biology students from private sectarian schools with samples equal to 35, 49 and 55, respectively, were used in this study. These groups were subjected to a two-month normalization period and a two-month treatment period. Testing occurred prior to and after their exposure to respective laboratory teaching method. Pretest scores and method were used as covariates with other predictors such as: first year general average, first year science grades, sex and sex/teaching method. The conclusions of the study were: (1) the effect of outdoor laboratory activities was significantly greater than that of indoor laboratory activities and that of combined indoor and outdoor laboratory activities (2) the achievement of biology students was not affected by sex and (3) the effects of laboratory teaching methods and sex did not interact with each other.