Mitigating Biology Concept Deficiencies through Contextualized Classroom Instruction

Ariette A. De Asis

© 2025 Ariette A. De Asis, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 8, Issue 3, Pages 258-265, ISSN 2619-9955, https://doi.org/10.18421/SAR83-06, September 2025.

Received: 01 July 2025.
Revised:   02 September 2025.
Accepted: 08 September 2025.
Published: 27 September 2025.

Abstract:

Teaching cell biology in the Philippines poses challenges due to the complexity of the topic, lack of suitable learning resources, and common misconceptions among public high school students. These issues hinder students’ understanding and limit their scientific literacy and global competitiveness. To address these barriers, the study developed contextualized instructional materials tailored to students’ learning needs, cultural backgrounds, and real-life experiences. By adapting teaching methods and resources to the local context, the initiative aims to enhance students’ comprehension of cell structure, functions, and processes, ultimately improving learning outcomes and fostering deeper engagement with biology concepts.

Keywords – Teaching practice, intervention, contextualized material, classroom challenges.

                   

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