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| dc.contributor.author | Melesse, Daniel | |
| dc.date.accessioned | 2025-07-21T08:40:06Z | |
| dc.date.available | 2025-07-21T08:40:06Z | |
| dc.date.issued | 2025-06 | |
| dc.identifier.uri | http://ir.bdu.edu.et/handle/123456789/16759 | |
| dc.description.abstract | Enhancing students‘ interest in biology and academic success necessitates the adoption of effective teaching methods. This research investigated the effect of a context-based instructional approach with the five stages of the learning cycle (engage, explore, explain, elaborate, evaluate) on biology learning among secondary school students in Dessie City Administration, North-Central Ethiopia. Using a quasi-experimental design with pre- and posttests, the study employed an embedded mixed-methods research approach. Two sample schools were selected and a class from each of the schools was randomly allocated to the experimental group or the comparison group. The experimental group studied environmental contents through context-based instructional approach with the five stages of the learning cycle, while the comparison group received instruction using conventional instructional approach for five weeks. Assessment tools included achievement tests, science process skills evaluations, and motivation surveys, administered as pretest s and posttests. Qualitative data were gathered through classroom observations and student interviews. Quantitative analyses employed independent and paired samples t-tests, as well as ANCOVA, while qualitative data were analyzed thematically. The study found that the context-based instructional approach was significantly improved academic achievement, basic and integrated science process skills, and motivation compared to conventional methods (F-values range from 47.86 to 314.13, all p < 0.001). Interestingly, no significant gender differences in posttest scores or motivation levels were identified within the experimental group. Overall, the context- based approach with the five stages of the learning cycle was more effective than conventional instructional approach in terms of improving the learning achievement and motivation of students in biology education. Furthermore, its impact was gender-neutral. Based on these findings, the use of this approach by biology teachers and curriculum developers is recommended to achieve improved student learning outcomes and motivation in biology. Additional studies must investigate the effectiveness of context- based methods at other grade levels and in varying contexts | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | Mathematics education | en_US |
| dc.title | Effects of Contextual Teaching Strategy and Learning Cycle on Secondary School Students‘ Biology Outcomes | en_US |
| dc.type | Dissartation | en_US |
