THE EFFECTS OF MODEL TYPE INSTRUCTIONAL

MATERIALS IN TEACHING CELL STRUCTURE IN

ACADEMIC PERFORMANCE OF GRADE 7 BIOLOGY
STUDENTS
LARYSON F. BAGUMBAY
Statement of the Problem:
This study aimed to determine the effect of Contextualized Model Type
Instructional Materials in Biology to the Academic achievement of Grade Students
at Sinunuc National School S.Y. 2017-2018.
It specifically seeks to answer the following questions:
1. What is the academic achievement of Grade 7 Biology students using
contextualized approach Model type instructional materials and students using
traditional approach ?
2. Is there a significant difference between the academic achievements of
Grade 7 Biology students using the Contextualized Approach Model Type
Instructional materials and using traditional approach?
3. What is the level of interest of the students towards the integration of
Contextualized Model Type Instructional Materials in teaching Grade 7 Biology ?
Framework of the Study
This study is anchored on the different learning theories in designing and
developing the Model Type Instructional Materials one of which is constructivism .
Constructivism is basically a theory -- based on observation and scientific study --
about how people learn. It says that people construct their own understanding and
knowledge of the world, through experiencing things and reflecting on those
experiences (Concept to Classroom, 2004). Constructivism emerged in the 1970s
and 1980s, giving rise to the idea that learners are not passive recipients of
information, but that they actively construct their knowledge in interaction with the
environment and through the reorganization of their mental structures (The Office
of Learning and Teaching, 2004).
 Model Type
Instructional Materials Learner- centered

Subject Reorganization of
Concept of Cell Mental Structure
Cell Structure Academic
Achievements of
Materials Critical Thinking
Skills Development Grade 7 Biology
Localized/Indigenize

Activity Master of Concept

Cooperative Learning and Skills
Lesson Plan
5Es strategy
 Constructivist teaching fosters critical thinking and creates active and
motivated learners. Zemelman, Daniels, and Hyde (1993) tell us that learning
in all subject areas involves inventing and constructing new ideas. They
suggest that constructivist theory be incorporated into the curriculum, and
advocate that teachers create environments in which children can construct
their own understandings. Twomey Fosnot (1989) recommends that a
constructivist approach be used to create learners who are autonomous,
inquisitive thinkers who question, investigate, and reason. A constructivist
approach frees teachers to make decisions that will enhance and enrich
students' development" in these areas.
 Social learning theory has been developed by Albert Bandura, who works within
both cognitive and behavioral frameworks that embrace attention, memory and
motivation. His theory of learning suggests that people learn within a social context,
and that learning is facilitated through concepts such as modelling, observational
learning and imitation. Bandura put forward reciprocal determinism that holds the
view that a persons behavior, environment and personal qualities all reciprocally
influence each other. He argues that children learn from observing others as well as
from model behavior, which are processes involving attention, retention,
reproduction and motivation. The importance of positive role modelling on learning
is well documented (The Office of Learning and Teaching, 2004).
 Lev Vygotsky in social learning theory help us to understand how people learn in
social contexts (learn from each other) and informs us on how we, as teachers,
construct active learning communities. Lev Vygotsky (1962), a Russian teacher and
psychologist, first stated that we learn through our interactions and communications
with others. Vygotsky (1962) examined how our social environments influence the
learning process. He suggested that learning takes place through the interactions
students have with their peers, teachers, and other experts.
 Consequently, teachers can create a learning environment that maximizes the
learner's ability to interact with each other through discussion, collaboration,
and feedback. Moreover, Vygotsky (1962) argues that culture is the primary
determining factor for knowledge construction. We learn through this
cultural lens by interacting with others and following the rules, skills, and
abilities shaped by our culture.
 In essence, Vygotsky recognizes that learning always occurs and cannot be
separated from a social context. Consequently, instructional strategies that
promote the distribution of expert knowledge where students collaboratively
work together to conduct research, share their results, and perform or
produce a final project, help to create a collaborative community of learners.
Knowledge construction occurs within Vygotsky's (1962) social context that
involves student-student and expert-student collaboration on real world
problems or tasks that build on each person's language, skills, and experience
shaped by each individual's culture" (Vygotsky, 1978).
Student Centered
Student Centered The term student-centered learning refers to a wide variety
of educational programs, learning experiences, instructional approaches, and
academic-support strategies that are intended to address the distinct learning
needs, interests, aspirations, or cultural backgrounds of individual students
and groups of students. To accomplish this goal, schools, teachers, guidance
counselors, and other educational specialists may employ a wide variety of
educational methods, from modifying assignments and instructional strategies
in the classroom to entirely redesigning the ways in which students are grouped
and taught in a school. (http://edglossary.org/student-centered-learning/)
Reorganization of Mental Structure
Critical Thinking Skills Development
Ennis was one of the first researchers to define critical thinking, calling it
reasonable, reflective thinking that is focused on deciding what to believe or
do (Ennis, p. 10, 1987). This definition encompassed the quality and
introspective nature of reasoning and linked it to a purposeful belief or action
component. Richard Paul (1989) broadened the definition of critical thinking
to include the perfection of logic as an end goal (in addition to solving
problems).
The term critical thinking has become a buzz word. What teacher are you
going to find thats going to say no, Im not teaching critical thinking.
Theyre all going to say they are, because they know thats what they SHOULD
be doingbut its just not true.
Mick, student
Mastery of Concept Skills