The Impact of Collaborative Learning Strategies on 9th-Grade Biology Students' Learning Outcomes

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Detalles Bibliográficos
Publicado en:	Online Submission (2025)
Autor Principal:	Louis Alexiz C. Urbina
Publicado:
Materias:	Nevada (Las Vegas) Cooperative Learning Science Instruction Teaching Methods Outcomes of Education Science Tests Genetics Biology Grade 9 English Learners Students with Disabilities Individualized Education Programs Student Attitudes Learner Engagement Time Management Learning Activities Barriers Scores Science Achievement Computer Software Electronic Learning Units of Study Scientific Concepts Concept Formation High School Students Cytology Educational Technology
Acceso en liña:	Citation/Abstract Full text outside of ProQuest
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Descripción
Resumo:	This research investigated how collaborative e-learning strategies affected the understanding of DNA Replication among the 9th-grade Biology CC class. The study involved 24 diverse students (ages 15-17), including regular education students, English Language Learners (ELLs), and students with IEPs selected through proportional stratified random sampling. Using a mixed-methods approach, the research measured learning outcomes through pre- and post-tests and gathered data on student learning experience through an end-of-lesson survey. Students engaged with digital tools for collaborative learning activities, including Quizizz, Canvas, DNA simulator, and Canva Whiteboard. Data analysis combined the Wilcoxon Signed-Rank Test for quantitative data and thematic analysis for qualitative responses. Results showed a substantial improvement in student performance, with mean scores increasing from 50% to 91%. While students reported high engagement and satisfaction with collaborative learning, time management and appropriate spacing of learning activities emerged as key challenges. Future research would benefit from implementing a control group and extending the timeline to accommodate all students and IEP requirements better.
Fonte:	ERIC