Reflective Portfolio: An Educational Tool in Senior High School Biology Instruction

Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 21, Issue 10

Abstract

This action research investigated the effectiveness of reflective portfolio approach in biology instruction among Science and Technology, Engineering, and Mathematics (STEM) learners in the hope of contributing to the corpus of knowledge already available on successful teaching strategies. This study made use of action research approach using both quantitative and qualitative methods of research involving forty (40) Grade 12 STEM (Science, Technology, Engineering, and Mathematics) Senior High School learners. .A validated 40-item multiple-choice questionnaire served as the pre-test and post-test for the participants to gauge their understanding of biology topics (Cell Theory, Cell structure, and function) before and after intervention as quantitative data for the study. For qualitative data, a journal was utilized to gather qualitative data from the FGD and interview. The quantitative results revealed that before the instruction using the reflective portfolio, the pre-test scores of the participants were average, while after the implementation of the intervention, the post-test scores of the participants showed a high result. Furthermore, their pre-test and post-test scores in their level of understanding of Biology topics showed a significant difference in the level of understanding of Biology topics. Qualitative data from interviews and focus group discussions also revealed that reflective portfolios improve learners' performance in Biology topics by encouraging critical thinking, promoting deeper understanding, encouraging problem-solving skills, and increasing learners’ engagement. The study concludes that reflective portfolios serve as an effective pedagogical tool in biology instruction, fostering a deeper understanding of the subject matter and promoting continuous improvement in the learning practices.

Authors and Affiliations

Harry Palmes

Keywords

Related Articles

Personality Traits, Mental Health and Academic Achievement of the BEED Students of St. Peter's College

This study was to determine the personality traits and mental health towards the academic achievement of the students. This study sought to determine the relationship between personality traits and mental health towards...

Development and Utilization of Audio-Video Presentation to Improve Reading Comprehension Skills

The study aimed to determine the contribution of developing and utilizing audio-video presentations to improve the reading comprehension skills of the struggling readers at Juan B. Tabla Elementary School, South I Distri...

Loss and Gaps: Evaluation of Learning Activity Sheets

This study aimed to evaluate the learning activity sheets (LAS) in English, which served as inputs for an action plan for the school year 2023-2024. Based on the result of the study, the English expert respondents obtain...

Rising from the Aftermath: A Qualitative Study of COVID-19 Survivors

The study is a collection of lessons learned from people who have personally dealt with COVID-19, particularly the so-called mild-to-moderate cases that resolved themselves when they were left alone. Experiences of peopl...

Lived Experiences of Mental Health Service Frontliners Amidst the COVID-19 Pandemic

While there's an abundant literature describing the experiences of medical frontliners amidst the pandemic, there is a dearth of studies pertaining to the experiences of mental health frontliners. This study aims to expl...

Download PDF file
  • EP ID EP761285
  • DOI 10.5281/zenodo.12730201
  • Views 31
  • Downloads 0

How To Cite

Harry Palmes (2024). Reflective Portfolio: An Educational Tool in Senior High School Biology Instruction. Psychology and Education: A Multidisciplinary Journal, 21(10), -. https://europub.co.uk/articles/-A-761285