Filipino Students’ Common Mısconceptıons in Bıology: Input for Remedial Teaching

Year 2019, Volume: 4 Issue: 2, 90 - 103, 16.12.2019

Danilo Jr. Rogayan Michelle Albino

Abstract

Misconceptions are
threats that impede successful learning of scientific conepts and
phenomena.   Correcting the students’ misconceptions can lead
to the development of inquisitive and scientific-mined students. This study
sought to find out the common misconceptions in Biology among Filipino junior
high school students in a public secondary school in Zambales, Philippines as
an input in crafting a remedial teaching program. This descriptive-survey
research involved 100 Grade 10 students. The study revealed that the level of
misconception of students is high in genetics (55.00%); and moderate in ecology
(43.50%), botany (44.10%), and zoology (38.30%). The remedial teaching program
contains suggested activities to correct student misconceptions. The study
recommends that Science teachers may gauge the prior understanding of the
students in the important concepts in biology during the teaching-learning
process so they can check the misconceptions and strengthen the students’
conceptual understanding through fun and innovative approaches. Teachers may
likewise integrate the proposed remedial teaching program in the actual
delivery of the lesson or may conduct after-class remediation to the students
who have held misconceptions in important concepts in biology. Future
researchers may consider students from other grade levels as respondents in a
parallel study.

Keywords

misconceptions in biology, remedial teaching program, descriptive-survey research

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