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Contextualization of Activities in Selected Topics in Molecular Biology

Josephine L. Belen, G. Dennis Caballes


The study was focused on contextualization of selected topics in molecular biology especially the least learned competencies among the first year BSEd major in science students of an autonomous university. It aimed specifically to be a basis for module development used and guided by the contextualization approach. A descriptive research methodology with quantitative approach and partly guided by the Research and Development (R & D) design was used in this applied/experimental research. The researcher made a competency-based test according to the least learned competencies of the students and was checked and validated by the research validators and faculty members of the same university and from a Science High School. The data on the least mastered competency was gathered by the use of a multiple choice test. The test was used twice, first, as a pre-test, the researcher also used 10 students to test its validity, it was noted that these 10 students who were randomly selected did not partake in the actual pretest.  The respondents were composed of 21 students, all from the same university. The result of the pretest was used by the researcher as the basis to develop a module in which the selected topics in molecular biology has been contextualized. The same test but the questions were rearranged was used as a post-test, this was given to the students after the utilization of the developed module. In order to determine the significant difference before and after the utilization of the developed module, T-test using statistical software program version 24 was used. To test the perceived effectiveness of the module another set of questionnaire was also made. Findings revealed that there was a significant increase in the students’ performance in the test after using the module and performed the activities, result shows that the p value or significance value is less than .05 which is .000, the groups differ therefore the null hypothesis is rejected, with 19 degrees of freedom equally -9.60633 t-value which simply implies that the contextualization approach using different strategies is effective as shown in the pretest and post test results. When it comes to the effectiveness of contextualization of concepts as perceived by the student respondents, their understanding, engagement and satisfaction was measured. It could be deduced from the findings that in terms of engagement, the respondents gave a positive feedback on the activities presented in the instructional material developed with an overall weighted mean of 4.77. it was also evident that the students gained understanding of the concepts using the contextualized activities in the module with a weighted mean of 4.59. Although the students were satisfied with the contextualized activities it gained the lowest response among the three variables measured with a weighted mean of 4.53. The study recommends further research be conducted to strengthen its results because contextualization is an approach that is proven effective and backed –up by different researches so it would be beneficial to adapt the existing approaches to higher education and not just in the basic education sector.

Consider the varied learning styles and individual differences of the students since not all students enjoyed or participated in the activities presented in the instructional material developed. Recommend to future researchers to further develop the study by validating and eventually utilized the material in the institution.


Central Dogma of Molecular Biology, Concept Mapping, Contextualization, Flowcharts, Graphic Organizers, K to 12 Program, Localization.

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