Exploring the cognitive and affective learning of students in biology using meaningful writing activities

• Main Author: Macasinag, Ma. Lourdes M.
• Format: text
• Language: English
• Published: Animo Repository 2011
• Subjects: Science > Study and teaching; Biology > Knowledge and learning; Education; Life Sciences
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6719
• Institution: De La Salle University

While writing to enhance learning has already been extensively studied abroad, there is a dearth of local studies that investigate the use of writing in science instruction. So far, none has been conducted to investigate the effects of writing on learning in biology. This study was conducted in the hope that its results will be of value in the planning and implementation of reforms immensely needed in science education, such as the improvement of the teaching-learning process in science. This study determined students’ cognitive learning and attitudes in Biology using meaningful writing activities on Plant Form and Function. Specifically, it sought to answer the questions: What are the students’ initial conceptions on plant form and function? What are the changes in students’ conceptions on plant form and function as revealed by their answers to the RAFT Writing Activities (RAFT), In-class Writing Activities (ICWA) and Concept Test (CT)? Is there a significant difference on the students’ conceptions about plant form and function before and after the writing activities? Prior to the writing activities, what is the students’ prevalent attitude toward biology and writing as revealed by their responses to the Attitude Toward Biology Scale (ATBS) and Writing Apprehension Test (WAT)? After the writing activities, what is the students’ prevalent attitude toward biology and writing as revealed by their responses to the Attitude Toward Biology Scale (ATBS) and Writing Apprehension Test (WAT)? Is there a significant difference on students’ attitude toward biology and writing before and after the writing activities? The use of meaningful writing activities to enhance college students’ learning in biology was investigated by exploring its effects on students’ cognitive and affective learning. The independent variable is the exposure of students to writing activities. The dependent variables are cognitive learning, which was measured as students’ performance in the concept test in biology, and affective learning, which was measured as attitude towards biology and attitude towards writing. The researcher derived from the students’ journals other information about their learning in biology which the experimental data was not able to provide. The qualitative data obtained showed that there is a significant difference on students’ conceptions about plant form and function before and after the writing activities as well as there is a significant difference on students’ attitude toward biology and writing before and after the writing activities.