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Effectiveness of Incorporating Social and Environmental Issues into Class Discussions in Developing Social Responsibility among First Year Biology Students

PHRR200310-002549

Effectiveness of Incorporating Social and Environmental Issues into Class Discussions in Developing Social Responsibility among First Year Biology Students

It is the goal of any academic institution to produce graduates who are not only competent individuals in their chosen fields but who also involve themselves in addressing social issues and concerns and contribute to the nation’s progress. The University of the Philippines, which is known for its social reconstructionist philosophy, is highly expected to produce graduates imbued with the values of nationalism, social consciousness, and responsibility. However, the UP GE Task Force noted that there has been a decline in nationalism and social consciousness among UP students.

Nationalism, social consciousness, and responsibility can only be developed among students by intentionally formulating and addressing affective outcomes in the curriculum. The program outcomes of the revised B.S. Biology curriculum, which is being offered by the Department of Biology, were based from the program outcomes identified by CHED in its Memorandum Order 49, series of 2017. One of the B.S. Biology program outcomes is the demonstration of social responsibility. Following the designing-down of Outcome-based Education, this terminal outcome should be brought down to and addressed in the level of course and unit outcomes.

This study aims to describe how incorporating social and environmental issues into class discussions influences the development of social responsibility among first year Biology students, as indicated by their attitudes toward the good of the environment. The intervention will be placed in Biology 110 course, specifically in the unit about the interactions between organisms and their environment.

This study will follow a convergent parallel mixed method design. There will be two treatment groups corresponding to two innovative teaching-learning strategies which will be employed in this study. Innovative teaching-learning strategy 1 consists of lectures about ecology topics, social and environmental issues, and values clarification activities suited for individual reflection, while innovative teaching-learning strategy 2 consists of lectures, social and environmental issues, and values clarification activities suited for small groups. Students from both treatment groups will receive the same lecture content and will be exposed to the same set of social and environmental issues. Random assignment will be employed to determined which of the two intact Biology classes will be assigned to which treatment.

At the onset, students will answer pretest Environmental Attitudes Inventory (EAI) and pretest essay about their idea of the relationship among human beings, environment and other living species. The same lecture topics and social and environmental issues will be provided for students in each treatment group. After the lectures, students will answer values clarification activities for the last 30 minutes of a 90-minutes lecture class. The reactions to various values clarification activities, in the form of evaluation sheets will be collected at the end of each class period. After six lecture meetings, students in both treatment groups will answer posttest EAI and posttest essay. Separate data analysis procedures will be applied for quantitative and qualitative data. However, quantitative and qualitative results will be merged during data interpretation.

 

Regime Classification Priority
2017 - 2022
Start Date Duration in Months Target Completion Date Actual Completion Date
2020-08-10 12 2021-08-10 0000-00-00

Pending

Results of the pilot study should be reported and approved first by the Research Ethics Board before the conduct of the actual study

Institution Classification Region LTO #
University of the Philippines - Manila, National Teacher Training Center for the Health Professions Public Higher Education Institution - State Universities and Colleges NCR
Institution Classification Region LTO #
University of the Philippines - Manila, National Teacher Training Center for the Health Professions Public Higher Education Institution - State Universities and Colleges NCR
Institution Region
University of the Philippines - Manila, National Teacher Training Center for the Health Professions NCR
Name E-Mail Institution and Institution Address
Rochelle Y. Brillantes rochbrillantes@gmail.com 5 Galley St. Regatta Subdivision, Anabu 2B Imus, Cavite
Name E-Mail Institution and Institution Address
Rochelle Y. Brillantes rochbrillantes@gmail.com 5 Galley St. Regatta Subdivision, Anabu 2B Imus, Cavite
Name Expertise Affiliation
Rochelle Y. Brillantes Biology Education University of the Philippines - Manila, National Teacher Training Center for the Health Professions

The program outcomes for the Bachelor of Science in Biology, being offered at University of the Philippines Manila, reflect the necessary knowledge, skills, and attitudes a biologist must embody to help improve the country’s economic growth and development through advancements in Science and Technology. The two main roles that graduates of the program should take, are that of being a researcher, and an advocate. In an unpublished market study, that served as one of the bases for revising the Biology curriculum, the alumni were asked, what were their reasons for enrolling in the program. Only 11(8%) out of 131 respondents answered, they wanted to help save and protect the environment, while 103 (78%) out of 131 respondents answered they wanted to become doctors, that’s why they enrolled in the Biology program, thinking it was a pre-medicine course (Department of Biology, 2017). There is seemingly a lack of awareness among students on the importance of Biology in maintaining environmental sustainability.

Students must be made aware that their choices (i.e., use of reusable bags over plastic bags, use of metal straws over plastic straws, not patronizing products made of animal’s skin, fur, or shell), actions (i.e., conservation of natural and non-renewable resources, planting trees), and advocacies (i.e., advocate for environmental protection and conservation via social media), could have positive impacts to the environment, and the community in the long run. Amidst the current environmental issues that disturb our nation today, like pollution in our seas, illegal logging, open pit mining, temporary closure of Boracay Island, and the threat of building an underwater Nickelodeon theme park, just to name a few, Biology students should practice their social responsibilities to help preserve and protect the environment.

By integrating social and environmental issues in the discussion of topics in the unit regarding the interactions between organisms and their environments of Biology 110, this study will look into the development of social responsibility among Biology students, as indicated by their attitudes toward the good of the environment.

By integrating social and environmental issues in the discussion of topics in the unit regarding the interactions between organisms and their environments of Biology 110, this study will look into the development of social responsibility among Biology students, as indicated by their attitudes toward the good of the environment.

General Objective:

To describe how the integration of social and environmental issues into classroom discussions influence the development of social responsibility among first year Biology students

Specific Objectives:

To determine the difference between the two innovative teaching-learning strategies in terms of:

  • The difference between pretest and posttest scores of students in the Environmental Attitudes Inventory (EAI);
  • The pretest and posttest essays of students about their idea of the relationship among humans, the environment, and other living species
  • The responses and reflections of students in various values clarification activities in each strategy; and,
  • The reaction of students to various values clarification activities in each strategy.

None

Pending

Non-clinical Studies

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