GENERAL BIOLOGY 1 COMPETENCIES OF SENIOR HIGH SCHOOL
STUDENTS IN SELECTED SCHOOLS
A Thesis Presented to the
Dean and the Faculty of the
College of Education
Binalbagan Catholic College, Inc.
Binalbagan, Negros Occidental
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Science
JULIANA DIANE F. BERO
REYMAR F. DEQUITO
MAYBELLE LYN T. LINAS
KIMBERLY M. MORANTA
CINDY L. ROCA
GRACHELLE ANN N. YANGER
January 2024
CHAPTER 1
INTRODUCTION
Every aspect of daily living is influenced by biology, in the sense that people rely on
living organisms and their products for fuel, food, houses, personal care goods, medications and
homes. In this study of living things, biology, stands as the most fundamental and important of
all the sciences (Molnar, 2015). As a field of science, biology is about understanding people and
nature (Buckley, 2018) This is why, in every school, biology is taught in order to learn about the
basic nature of life and to combine learning with new learning and propose ways to integrate it
into the formal learning system of formal education (Ardan, 2015).
Biology is an essential subject covering various topics related to living organisms and
their vital processes. In high school, biology courses cover topics such as body structure and
homeostasis, human body systems, and the musculoskeletal system (Molnar, 2015).
According to Awan, (2011) students enjoy and show an interest in biology among all
subjects of science. Despite the popularity of biology amongst them, there remains a low
conceptional understanding and ability to perform as well in this field (Yu-Chien Chu, 2008).
In Germany, low proficiency in science content knowledge is a frequent problem for
senior high school students, with the notable exception of biology (Groschedl, 2014), found out
that helping students to develop their knowledge in a subject such as biology was the most
challenging task for teachers. They argue that different factors, such as the student's background
knowledge, intelligence and motivation, have an impact on these difficulties. Further, during the
current pandemic, learning activities face the biggest challenge with an online learning system.
Furthermore, Özcan (2003) stressed that suffering difficulties in different topics in biology
resulted to negative effects on learners’ achievement and motivation.
Core competencies in biology are sets of intellectual, personal, social, and emotional
proficiencies that all students need to develop in order to engage in deep learning (A. Scadden
2022). The current curriculum, which uses spiral progression approach, provided a range of
competencies to the learners in a knowledge-based society (Antipolo & Danilo, 2021). In terms
of quality education, especially in the fields of science and technology, the Philippines is behind
others globally (Millanes et al., 2017; Rogayan Jr & Dollete, 2019). According to the World
Economic Forum by Schwab and SalaiMartn (2016), the Philippines ranked 70th out of 144
participating countries when it comes to mathematics and science education.
Understanding the difficulties of learners in these skills will provide insights and
guidance for teachers with regard to designing their teaching plans, given that biology is one of
the components of science curriculums from K to 12. To date, only a few studies have discussed
how different competences in the field of biology can be mapped to each other, especially for
senior high school students. The study likewise investigated the different reasons which affect
the learners from achieving the standard competencies and classified the different areas in
General Biology 1 where the students mostly experience difficulties.
Statement of the Problem
This study aims to determine the General Biology 1 Competencies of Senior High School
Students in Selected Public and Private Schools during school year 2023-2024.
Specifically, this study ought to answer the following questions:
1.What is the demographic profile of the students according to:
a) Type of School
b) Sex?
2.What is the level of competencies in General Biology 1 when taken as a whole or when
grouped according to:
a) Type of School
b) Sex?
3. What is the level of competencies in General Biology 1 in terms of the following domains:
a) Knowledge
b) Skills
c) Attitude
4. Is there a significant difference in the level of competencies of students in terms of:
a) Type of School
b) Sex?
Hypotheses
The following null hypotheses were formulated to guide and direct the study:
1. There is no significant difference in the level of competencies in General Biology 1 of Senior
High School students in selected schools during school year 2023-2024 across the given
demographic profiles such as
a) Type of School
b) Sex
2. There is no significant difference in the level of competencies in General Biology 1 of Senior
High School students in terms of the following domains:
a) Knowledge
b) Skills
c) Attitude
Framework of the Study
This research will be anchored on three relevant theories: self-efficacy theory, goal-
setting theory, and knowledge integration.
Self-efficacy theory
According to Albert Bandura concept in self-efficacy, the importance of individuals
beliefs in their own capabilities influence their motivation and performance. Self-efficacy serves
as a crucial determinant in forming expectancies. It is not solely determined by past performance
but involves cognitive appraisal, including one's interpretation of feedback, physiological states,
and emotional reactions related to a specific task (Lopez & Garrido, 2023). Bandura suggests
that individuals with higher self-efficacy are more likely to approach tasks with greater
motivation and persistence. Therefore, understanding the relationship between perceived
competencies and self-efficacy can provide a more comprehensive view of students' readiness
and motivation in mastering biology (Hackett, 1995).
According to Victor Vroom's expectancy concept, the expectancy component
emphasizes that students' beliefs in their ability to succeed strongly influence their attitudes,
knowledge acquisition, and skill development. Positive expectations enhance motivation,
contributing to a proactive approach to learning. (Şen, 2023)
The demographic profiling, including the type of school and sex, serves as a contextual
lens through which self-efficacy beliefs can be explored. Bandura's theory asserts that
individuals' beliefs in their capabilities are influenced by their social context. The study can
examine whether students in different school types or genders exhibit variations in self-efficacy
beliefs related to General Biology 1 competencies (Noel, 2020). Bandura's theory suggests that
demographic factors may influence self-efficacy beliefs. If the study finds significant differences
in competencies, it could be linked to disparities in self-efficacy perceptions, indicating areas
where intervention or support may be beneficial (Lopez-Garrido, 2023).
The study assesses competencies across three domains: knowledge, skills, and
attitude. By incorporating Bandura's self-efficacy theory, the research can explore how students'
beliefs in their ability to acquire knowledge, perform skills, and exhibit positive attitudes in
biology influence their actual competencies (Lent & Brown, 2008).
Goal-setting theory
Edwin Locke's Goal-setting theory emphasizes the role of setting specific and
challenging goals in influencing students' attitudes and driving the acquisition of knowledge and
skills. Locke’s put forward the Goal-setting theory of motivation. This theory states that goal
setting is essentially linked to task performance. It states that specific and challenging goals
along with appropriate feedback contribute to higher and better task performance (Neutrino,
2018).
Individuals who set specific, difficult goals performed better than those who set general,
easy goals. Locke's theory posits that higher goals lead to higher performance when accompanied
by commitment and feedback. The study can explore whether there's a correlation between the
level of competencies in General Biology 1 and the extent to which students set and strive to
achieve specific goals within each domain (Locke, 2005).
The competencies assessed in General Biology 1 can be viewed as specific goals within
Locke's framework. Each domain (knowledge, skills, attitude) represents a distinct aspect of
competency that students may set as goals for achievement. The study can explore how these
goals are perceived and pursued by students (Latham G.P., 2006). The research can investigate
how clear and specific goals within these domains correlate with actual competencies.
Knowledge integration
Competence is generally defined as consisting of integrated pieces of knowledge, skills
and attitudes (Lizzio & Wilson, 2004). Theories on competence development emphasize that
learners must not only acquire but also integrate knowledge, skills and attitudes to achieve
vocational competence (Kaslow, 2007). Whereas many researchers define competence as the
integrated whole of knowledge, skills and attitudes, they postulate that integration should be
measured as a learning process and competence as a learning product (Lizzio & Wilson, 2004).
An examination of the diverse, creative, and unique ideas that students formulate has
led researchers to argue for a constructive process of knowledge integration and change.
Analyzing the conceptual change processes involves explaining how students take advantage of
their ideas when they encounter a new situation. Students’ methods for grappling with new
observations reveal that they engage in a creative process of trying to make sense of their world
(Hatano & Inagaki, 2003).
Many researchers have focused on the diversity and character of student ideas. These
ideas have been referred to as “misconceptions,” “alternative conceptions,” “beliefs,” “intuitive
ideas,” and “constructed ideas.” Researchers have compiled the varied ideas that students
generate in a wide assortment of scientific domains (Pfundt & Duit, 1994). This large body of
evidence has developed an image of students constructing multiple, contradictory, and
fragmented ideas that stem from their interactions with the material and social world (Clark,
2006).
The knowledge integration perspective on conceptual change has emerged from a
series of empirical studies. It was spurred by evidence of the impact of context on student
reasoning (Linn, 1983). It celebrates the ideas students generate and views these ideas as
intellectual accomplishments rather than intellectual constraints (Davis & Bell, 2004). The
knowledge integration framework emphasizes creating opportunities for students to distinguish
among their ideas to achieve conceptual change and coherent understanding. This process can be
supported in students of all ages (Linn and Eylon, 2011). Researchers have shown that the ideas
students articulate to make sense of school and everyday situations reflect their capability to sort
out confusing observations, rather than illustrating developmental constraints (Gilbert & Boulter,
2000). These efforts can be seen as evidence for powerful reasoning ability that can be guided by
instruction (Disessa, 2008). More specifically, when students make effort to sort out ideas, even
if the view they formulate is not supported by all the empirical data, they are engaging in the sort
of reasoning that can lead to understanding (Gilbert & Boulter, 2000).
The framework of knowledge integration advocates for the creation of inquiry-based
science activities that leverage students' capacity to comprehend scientific phenomena in diverse
contexts. The knowledge integration framework views these ideas as foundational elements and
harnesses the processes that gave rise to them. This is reflected in the knowledge integration
pattern, where instructional design and student investigations are directed towards fostering a
cohesive understanding. Through activities such as scrutinizing their own ideas, considering new
concepts, distinguishing between existing and novel ideas, and reflecting on their investigations,
students are encouraged to prioritize the most promising ideas and articulate a unified account of
the topic (Linn & Eylon, 2011).
Conceptual Framework
The research on "General Biology 1 Competencies of Senior High School Students
in Selected Schools" is anchored in the framework of the K-12 curriculum, legal provisions, and
the identification and understanding of main competencies in General Biology 1.
K-12 Curriculum Guide:
The K-12 curriculum, implemented in many education systems globally, serves as
the foundation for this study. The framework acknowledges the importance of the K-12
curriculum in shaping the educational landscape and ensuring a more holistic development of
students. In the context of General Biology 1, the curriculum guide delineates the scope,
sequence, and expected outcomes of learning. It provides the necessary structure to identify and
assess competencies expected of Senior High School students (Fullan, 2015).
Legal Framework:
The legal framework encompasses relevant educational policies, laws, and
regulations that govern the educational system. This includes national laws and regulations
specific to the Senior High School level. Understanding the legal framework is crucial for
contextualizing the educational environment, ensuring compliance with standards, and upholding
the rights and responsibilities of stakeholders involved in the educational process.
Main Competencies in General Biology 1:
Thoroughly discussing the main competencies involves a detailed examination of
the specific skills, knowledge, and attitudes that Senior High School students are expected to
acquire in General Biology 1. These competencies may include:
Biological Knowledge: Mastery of fundamental biological concepts such as cell structure and
function, genetics, evolution, and ecology.
Scientific Inquiry and Investigation: Proficiency in conducting scientific investigations,
including formulating hypotheses, designing experiments, and interpreting data.
Critical Thinking and Problem-Solving: Ability to analyze and solve problems through critical
thinking, reasoning, and application of biological principles.
Communication Skills: Effective communication of scientific ideas, findings, and arguments
through oral and written means.
Ethical Awareness: Understanding the ethical considerations in biological research and
applications, including the implications of scientific advancements on society and the
environment.
Integration of Components:
The conceptual framework integrates these components by examining how the K-12
curriculum and legal framework influence the identification, development, and assessment of
competencies in General Biology 1. It explores how these competencies align with the broader
educational goals and legal mandates, ensuring that Senior High School students are adequately
prepared for further education or entry into the workforce (Quinn & Schweingruber, 2012).
Expected Outcomes:
The study aims to provide insights into the effectiveness of the current curriculum
and legal framework in achieving the desired competencies in General Biology 1 among Senior
High School students. It seeks to identify strengths, weaknesses, and potential areas for
improvement, contributing to the continuous enhancement of the educational system and the
quality of science education at the Senior High School level.
Schematic Diagram
GENERAL BIOLOGY COMPETENCIES OF SENIOR HIGH SCHOOL
STUDENTS IN SELECTED SCHOOLS IN SOUTHERN NEGROS
LEARNING
COMPETENCES
DEMOGRAPHIC PROFILE THREE DOMAINS
• Skills
• Types of school • Knowledge
• Sex • Attitude
Figure 1. Schematic diagram of General Biology 1 Competencies of Senior High School
Students in Selected Schools
According to Figure 1, The schematic diagram encapsulates the research focus on
determining the General Biology 1 Competencies of Senior High School Students in Selected
Schools in Southern Negros during the school year 2023-2024. The central objective is boldly
presented at the top of the diagram, providing a clear indication of the research's overarching
goal.
The two main branches extend from this central objective, representing the learning
competencies that the study seeks to assess. The first branch delves into the demographic profile
of students, further bifurcating into two sub-branches: "Type of School" and "Sex." These sub-
branches highlight the dual focus on understanding how competencies may vary based on the
type of school and the gender of the students.
The second branch centers around the level of competencies in General Biology 1,
branching into three distinct domains: "Knowledge," "Skills," and "Attitude.
In summary, the schematic diagram serves as a visual representation of the research
framework. It outlines the key components, providing a roadmap for the exploration of General
Biology 1 Competencies among Senior High School Students in selected schools in Southern
Negros during the academic year 2023-2024.
Scope of the Study
This study focuses on the level of competencies in General Biology 1 among senior high
school students in selected public and private schools in Southern Negros for the academic year
2023-2024. The senior high school students were grouped according to their demographic profile
such as type of school and sex.
The study is limited to a specific grade level and schools. Data collection will be
constrained to the defined time frame. The study may be limited by the availability of resources,
such as access to schools and cooperation from students and educators. Ethical considerations,
such as obtaining informed consent, will be strictly observed. The study will not address broader
educational or environmental factors that may impact students’ competencies in General Biology
1.
Significance of the study:
This study was intended to assess the level of competencies in General Biology 1 among
senior high school students in the selected schools. This research is significant to the following:
School Heads. This research may help the school heads to establish appropriate
programs that will academically qualify students, resulting in their academic growth and the
school’s development.
Science Area Coordinator. This research is significant for Science Area Coordinators as
it provides insights into designing inquiry-based science activities and underscores the
importance of capitalizing on students' abilities to make sense of scientific phenomena across
contexts. Moreover, it offers valuable guidance for shaping and enhancing the science
curriculum, aiming to help foster a culture of ongoing improvement in science education.
Biology Teachers. This study may provide more personalized guidance to students who
may be struggling in General Biology 1. It will also help them realize the importance of students’
competencies and they indeed need to understand subject matter deeply and flexibly so they can
help students map their own ideas, relate one idea to another, and re-direct their thinking to
create powerful learning.
Parents. This study may enable parents to assist their children in improving their
academic performance and achieving informed career choices.
Students. This study will help them understand the teaching methods and materials used
that can lead to improvements in the quality of education. Moreover, this study is beneficial so
that students can move forward at their own pace as they learned the different competencies of
knowledge, skills, and attitudes.
Researchers. This study may provide new insights that will be useful to the researchers
in their future teaching careers.
Future Researchers. This study will serve as a basis for comparative analysis between
selected schools. They can investigate whether differences in resources, teaching methods, or
student demographic profile affect general biology 1 competencies.
Definition of Terms:
The following terms are defined operationally and conceptually for better understanding
of this study:
Competencies. Competencies refer to a holistic and measurable set of knowledge, skills,
abilities, and attributes that individuals possess and can effectively apply in various contexts.
These competencies are integral to achieving specific goals, tasks, or outcomes within a given
domain, reflecting a combination of cognitive, practical, and interpersonal capacities (Fukada,
2018).
In practical terms, competencies are assessed through observable behaviors,
performances, or outcomes. These may include tasks, projects, assessments, or other evaluative
measures designed to gauge an individual's proficiency in specific areas. Competencies can be
identified and measured through a combination of qualitative and quantitative methods,
providing a comprehensive understanding of an individual's capabilities (Parry, 1996).
Demographic Profile: Conceptually, demographic profile is a comprehensive
representation of the characteristics of a population, group, or community, focusing on key
demographic variables. These variables typically include factors such as age, gender, education,
occupation, income, ethnicity, marital status, and other relevant attributes. A demographic profile
offers insights into the composition and diversity of a given population, facilitating a deeper
understanding of its social and economic dynamics (Hayes, 2023).
Operationally, a demographic profile is constructed through the systematic
collection and analysis of demographic data. This involves gathering information from
individuals or entities within the target population, using surveys, censuses, interviews, or other
data collection methods (Pelz, 2003).
Knowledge: Conceptually, knowledge is the awareness and understanding of facts,
information, skills, and concepts acquired through experience, education, reasoning, and
perception. It involves the internalization of information, enabling individuals to interpret and
apply it in various contexts (Cunha & Miranda, 2013).
Operationally, knowledge is assessed through observable behaviors,
performance on tasks, or responses to questions that demonstrate an individual's grasp of
information in a particular domain. Evaluation methods may include tests, assessments, practical
demonstrations, or interviews designed to measure the depth and breadth of an individual's
understanding and application of knowledge. Knowledge can be categorized into different types
(e.g., declarative, procedural) based on the nature of the information and the cognitive processes
involved in its utilization (Magno, 2008).
Attitude: Conceptually, attitude refers to an individual's enduring predisposition or
evaluation of a particular object, person, group, event, or concept. It encompasses feelings,
beliefs, and behavioral tendencies that influence how a person approaches, responds to, or
interacts with the target of their attitude. Attitudes are often characterized by a combination of
affective (emotional), cognitive (thought-related), and behavioral components, shaping an
individual's overall stance toward the subject (Muntasir, 2023).
Operationally, attitudes can be assessed through various methods that capture
different components of attitude. These methods include surveys, questionnaires, interviews, and
behavioral observations. Affective components may be measured by self-reported emotional
reactions, cognitive components by assessing beliefs and perceptions, and behavioral
components by observing actual behaviors or intentions. Likert scales, semantic differentials, and
behavioral indicators are common tools used to operationalize and quantify attitudes in research
and assessment (Jhangiani, 2022).
Skills: Conceptually, skills refer to the learned and practiced abilities to perform specific
tasks, actions, or activities with proficiency. They involve the application of knowledge and often
require a combination of practice, experience, and fine-tuning to achieve a high level of
competence. Skills can encompass a wide range of capabilities, including technical expertise,
cognitive abilities, motor skills, interpersonal skills, and more (Abouchacra, 2023).
Skills can be assessed through the demonstration of competence in
performing tasks or activities. Evaluation methods may include practical assessments, tests,
simulations, or observations of actual performance. Quantifiable metrics, such as accuracy,
speed, and precision, can be used to measure the proficiency and effectiveness of an individual's
skills in a specific domain. The operational definition may vary based on the nature of the skills
being assessed and the objectives of the evaluation or research (Magno, 2008).
Senior High School: Conceptually, Senior High School refers to the educational level
that follows junior high or middle school and typically precedes tertiary or higher education. It is
a stage in the educational system designed to provide students with specialized knowledge and
skills, preparing them for higher education or entry into the workforce. Senior High School often
includes a more focused curriculum, allowing students to explore specific academic or
vocational tracks based on their interests and career goals (Rachh, 2023).
Operationally, Senior High School can be defined as a distinct phase in the
educational system that typically spans two to three years, depending on the country or
educational structure. It involves a specialized curriculum that offers students the opportunity to
delve deeper into academic subjects or pursue vocational training. Senior High School programs
are structured to equip students with the knowledge and skills necessary for their chosen career
paths, and successful completion often leads to a high school diploma or an equivalent
qualification, preparing students for further education or employment (Bacus, 2022).
REFERENCES
