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All Journal Journal of Education and Learning (EduLearn) International Journal of STEM Education for Sustainability
Bagaloyos, Joy B.
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Humanities Education Library & Information Science Social Sciences Other

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University Students' Acceptance of Evolution: Basis for STEM-based Instructional Design Salic, Monera H.; Orbita, Ronaldo R.; Bagaloyos, Joy B.; Demayo, Cesar G.; Torres, Mark Anthony G.
International Journal of STEM Education for Sustainability Vol 1, No 1 (2021)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.811 KB) | DOI: 10.53889/ijses.v1i1.3

Abstract

This study was conducted to explore the overall acceptance of evolution among undergraduate students in a State University as basis for developing a STEM-based instructional design to address the misconceptions about evolution. The research was conducted using the 20-item questionnaires of the Measurement of Acceptance of the Theory of Evolution (MATE) instrument assessing undergraduate students' acceptance of evolution in relations to; the process of evolution, the scientific validity of the evolutionary theory, the evolution of humans, evidence of evolution, scientific community's view of evolution and age of the Earth. The study is within a quantitative and qualitative framework using descriptive and inferential analysis. The findings revealed that all the colleges in the science group acquired a moderate level of acceptance except for the CED non-science group who received a low degree of acceptance of the theory of evolution. Although among the six concepts in the study, they generally agree on the statements and only in the idea on the age of the earth where the students were undecided. This research confirms that the level of acceptance is not positively related to the students' specialization. Based on the result of this study there is a need to develop a STEM based instructional design and this should be emphasized in the science curriculum. The teaching design will fill in the gaps in understanding concepts of evolution and its significance to the lives of many organisms and for the teachers to look evolution from very broad flexible and interdisciplinary perspectives.
DIMenGeComS in action: evaluating its effectiveness on Mendelian genetics education Barrientos, Azriel P.; Salic-Hairulla, Monera A.; Malayao Jr., Sotero O.; Bazer, Saddam C.; Bagaloyos, Joy B.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22776

Abstract

The primary goal of this study is to improve the understanding of Mendelian genetics among Grade 8 students through the use of digital interactive Mendelian genetic comic stories (DIMenGeComS). This research contributes to the field of education by providing an innovative and engaging method to teach complex genetic concepts. Utilizing a sequential explanatory mixed-methods research design, this study involved pretests and posttests to measure the effectiveness of DIMenGeComS. The key findings indicate a significant improvement in the students’ comprehension of Mendelian genetics as specified by normalized gain scores in sections such as Linnaeus (0.57), and Sampaguita (0.69), all of which were medium to approaching high-class gain and had significant probabilities (p0.0001) less than 0.05 level of significance. These results suggest that DIMenGeComS can be a valuable tool in science education, offering the potential for further research into its application in other areas of the curriculum.
Co-Authors Barrientos, Azriel P. Bazer, Saddam C. Demayo, Cesar G. Malayao Jr., Sotero O. Orbita, Ronaldo R. Salic, Monera H. Salic-Hairulla, Monera A. Torres, Mark Anthony G.