This research was intended to collect and analyze sufficient data to understand the perspectives and initiatives of students and instructors, who served as respondents, regarding different Biology teaching strategies in DMMMSU-NLUC College of Education. Six commonly used and widely accepted teaching strategies in Biology were studied: cooperative learning, inquiry-based method, lecture method, mastery learning, learning with emphasis to communication skills, and project-based method. These teaching strategies were also evaluated when respondents were grouped to various demographic data. Mean averages of the variables were computed and were compared using t-test, ANOVA (one factor), and ANOVA (two factor). Comparison among means with significant differences was computed using Tukey’s test. It was found that those instructors with higher educational attainment, greater number of hours of seminars, and more access to web and journal references attended tend to have greater initiative to utilize various teaching strategies in Biology. Although the result is not statistically significant, it can be noted that student-based teaching strategies were more accepted than teacher-based methods of instruction in the context of students’ perspectives. The extent of initiative of the different teaching strategies were also observed to be based on the tenure, teaching experience and age of respondents wherein those that have been more tenure in the teaching profession still greatly prefer the lecture method in teaching Biology, however, those who are new in teaching and those included in the younger generation prefer to use cooperative, inquiry-based and project-based method. Higher GPA was noted on students who perceive that their instructors utilize student-centered approach. HOW TO CITE: Aban, J. L. (2015). Teaching Biology in the 21st century: Perspectives and initiatives of students and instructors at the DMMMSU-NLUC College of Education. 50th Annual National Convention & Scientific Sessions by the Biology Teachers Association of the Philippines (BIOTA – Philippines, Inc.), Ateneo de Manila University. April 9-11, 2015.

1. 50th Annual National Convention &
Scientific Sessions
sponsored by:
Biology Teachers Association of the Philippines
(BIOTA – Philippines, Inc.)
Ateneo de Manila University, April 9-11, 2015
JOMAR L. ABAN
Seminar-Lecture Presenter
Don Mariano Marcos Memorial State University – North La Union Campus
HOW TO CITE: Aban, J. L. (2015). Teaching Biology in the 21st century: Perspectives and
initiatives of students and instructors at the DMMMSU-NLUC College of Education. 50th
Annual National Convention & Scientific Sessions by the Biology Teachers Association of the
Philippines (BIOTA – Philippines, Inc.), Ateneo de Manila University. April 9-11, 2015.

2. A SHORT STORY OF MY
RELATIONSHIP WITH
BIOLOGY
• HS years I fell in love with you.
• UP years I started to hate you.
• After graduation  We parted ways
• SLU years  I started to love you back.
• DMMMSU years  You have to be “changed”

3. ‘BIOLOGY’ AS A SUBJECT
 Boring?
 A lot of technical terms?
 Challenging?
 Toxic?
 Difficult to teach?

4. TEACHING BIOLOGY IN THE 21ST CENTURY:
Perspectives and Initiatives of
Students and Instructors at the
DMMMSU-NLUC College of Education
JOMAR L. ABAN
Seminar-Lecture Presenter

5. WHAT CAN WE DO AS 21ST
CENTURY INSTRUCTORS?
 Evaluate different teaching strategies
 Utilize multifaceted educational pedagogies.
 Correlate teaching strategy with students’
GPA.

6. RESEARCH OBJECTIVES
 Investigate six strategies in teaching Biology.
 Analyze the perspectives of instructors and
students of the different teaching strategies.
 Determine the initiatives of instructors and students
in adapting the different teaching strategies.
 Find out how these strategies are affected by
different demographic data of respondents
 Determine how these strategies affect students’ GPA

7. METHODOLOGY
PRELIMINARIES
• Surprise class observation
• Identification of teaching strategies
INTERVIEW OF STUDENTS AND FACULTY
• Determine their personal insights on the different teaching strategies
• Qualitative interpretation of data
STRUCTURED SURVEY QUESTIONNAIRE
• Determine their demographic data, perceptions and initiatives
• Quantitative interpretation of data
OBTAIN STUDENTS’ GPA FROM REGISTRAR
• Compare GPA with student’s perceptions on the teaching strategy of
their instructors.
STATISTICAL ANALYSIS
• T-test, ANOVA (post-hoc Tukey’s test)

8. INSIGHT ON THE SIX
TEACHING STRATEGIES
 COOPERATIVE LEARNING – one is good,
two heads are better, but many heads are
the best in learning Biology.

9.  INQUIRY-BASED – Biology is a science. A
lot of questions are needed to be asked.
INSIGHT ON THE SIX
TEACHING STRATEGIES

10.  LECTURE METHOD – Traditional and teacher-
centered. Many topics can be discussed in a short
period of time
INSIGHT ON THE SIX
TEACHING STRATEGIES

11.  MASTERY LEARNING – Master the basics
before moving to a more difficult / advanced
topic.
INSIGHT ON THE SIX
TEACHING STRATEGIES

12.  LEARNING BIOLOGY WITH EMPHASIS TO
COMMUNICATION SKILLS – Biology and English are
integrated. We can improve our communication skills
while learning Biology.
INSIGHT ON THE SIX
TEACHING STRATEGIES

13.  PROJECT-BASED METHOD – Put the
Biological theories into application. Expose
the students into the real world.
INSIGHT ON THE SIX
TEACHING STRATEGIES

14.  PERSPECTIVES– These are the beliefs
and attitudes of students and instructors in
the different teaching strategies.
AND
EVALUATION OF THE SIX
TEACHING STRATEGIES
INITIATIVES– This is the extent of practice of
the different teaching strategies.

15. Sample of Perspective-
Questions
 “Cooperative
learning is
effective for
student
learning”
 “Student will
enjoy
learning with
cooperative
learning”
 “Cooperative
learning
makes good
use of class
time”
 “Cooperative
learning
makes good
use of
grading
time”

16. Sample of Initiative-Questions
“I/ My instructor
(always) utilize/s
cooperative
learning for the
past 5 years”
 “I/My instructor
(always) utilize/s
cooperative
learning last school
year”
 “I/My instructor (always)
utilize/s cooperative
learning this school year”

17. Perspective and initiatives of respondents on
different teaching strategies as grouped
according to age
Variable Mean
F-
value
P-
value
Decisio
n
Remarks
Perspective
1 (<25) 2.88a
0.41 0.80
Accept
Ho
There is no
significant
difference.
2 (26-30) 2.85a
3 (31-40) 2.85a
4 (41-50) 2.76a
5 (51>) 2.86a
Variable Mean
F-
value
P-
value
Decisio
n
Remarks
Initiative
1 (<25) 3.19a
2.30 0.09
Accept
Ho
There is no
significant
difference.
2 (26-30) 3.21a
3 (31-40) 3.33a
4 (41-50) 3.03a
5 (51>) *least 2.92a

18. WHEN AGE IS
CONSIDERED…
 Younger instructors seem to have more
positive perspective or attitude in the
utilization of the different teaching
strategies.
 In contrary, the older instructors seem to
have the least initiative in using varieties
of teaching strategies.

19. Perspective and initiatives of respondents
on different teaching strategies according
to highest educational attainment.
Variable Mean
F-
value
P-
value
Decision Remarks
Perspective 2.98 0.06
Accept
Ho
There is no
significant
difference.
1 (BS) 3.08a
2 (MS) 2.77a
3 (PhD) 2.69a
Variable
Mean
F-
value
P-
value
Decision Remarks
Initiative 1.75 0.194
Accept
Ho
There is no
significant
difference.
3 (MS) 2.95a
2 (BS) 3.26a
4 (PhD) 2.93a

20. WHEN EDUCATIONAL ATTAINMENT
IS CONSIDERED…
 BS graduate instructors seem to have
more positive perspective or attitude in
the utilization of the different teaching
strategies.
 In contrary, the PhD graduate instructors
seem to have the least initiative in using
varieties of teaching strategies.

21. Perspective and initiatives of
respondents on different teaching
strategies as grouped according to
length of teaching experience
Variable Mean
F-
value
P-
value
Decision Remarks
Perspective
1 (<5 years) 2.79a
1.97 0.14
Accept
Ho
There is no
significant
difference.
2 (6-10 years) 2.84a
3 (11-15 years) 3.07a
4 (16-20 years) 2.67a
5 (20> years) 2.69a
Variable Mean
F-
value
P-
value
Decision Remarks
Initiative
1 (<5 years) 3.00a
1.25 0.32
Accept
Ho
There is no
significant
difference.
2 (6-10 years) 3.00a
3 (11-15 years) 3.22a
4 (16-20 years) 3.33a
5 (20> years) 2.82a

22. WHEN LENGTH OF TEACHING EXP.
IS CONSIDERED…
 Instructors who are less tenure seem to
have more positive perspective or
attitude in the utilization of the different
teaching strategies.
 In contrary, more tenured instructors
seem to have the least initiative in using
varieties of teaching strategies.

23. Perspective and initiatives of
respondents on different teaching
strategies as grouped according to no. of
hours of seminars attended
Variable Mean
F-
value
P-
value
Decision Remarks
Perspectives
1 (<10 hours) 2.87a
1.14 0.37
Accept
Ho
There is no
significant
difference.
2 (11-20 hours) 2.92a
3 (31-40 hours) 2.86a
4 (41-50 hours) 2.76a
5 (> 50 hours) 2.96a
Variable Mean
F-
value
P-
value
Decision Remarks
Initiatives
1 (<10 hours) 2.22a
2.70 0.10
Accept
Ho
There is no
significant
difference.
2 (11-20 hours) 3.08a
3 (31-40 hours) 3.39a
4 (41-50 hours) 3.13a
5 (> 50 hours) 3.55a

24. WHEN NO. OF HOURS OF
SEMINARS ATTENDED IS
CONSIDERED…
 Instructors with greater no. of hours of
seminars attended seem to have more
positive perspective or attitude in the
utilization of the different teaching
strategies.
 In contrary, instructors with lesser no. of
hours of seminars attended seem to have
the least initiative in using varieties of
teaching strategies.

25. Perspective and initiatives of respondents
on different teaching strategies as
grouped according to frequency of access
to web, journals and books.
Variable Mean
F-
value
P-value
Decisio
n
Remarks
Frequency of
access to web,
etc.
1 (no access) 2.72a
9.06
0.0002
4
Reject
Ho
There is significant
difference.
2 (limited) 2.90ab
3 (moderate) 2.86ab
4 (frequent) 2.97b
Variable Mean
F-
value
P-value
Decisio
n
Remarks
Frequency of
access to web,
etc.
1 (no access) 2.99a
3.92 0.02
Accept
Ho
There is no
significant
difference.
2 (limited) 3.00a
3 (moderate) 3.20a
4 (frequent) 3.27a
5 (very frequent)
3.33a

26. WHEN FREQUENCY OF ACCESS TO
WEB, JOURNALS AND BOOKS IS
CONSIDERED…
 Instructors with more frequent access to
web, journals and books seem to have
more positive perspective or attitude in
the utilization of the different teaching
strategies.
 In contrary, instructors with less
frequent access to web, journals and
books seem to have the least initiative in
using varieties of teaching strategies.

27. Perspective and initiatives of respondents as grouped
according to the different teaching strategies
Variable Mean F-value P-value Decision Remarks
Perspective
Cooperative
learning
2.98a
2.33 0.08
Accept
Ho
There is
no
significant
difference.
Inquiry-based
learning
2.87a
Lecture method 2.94a
Mastery learning 2.64a
Learning with
emphasis on com..
2.75a
Project-based
method
2.85a
Variable Mean F-value P-value Decision Remarks
Initiative
Cooperative
learning
3.21ab
4.81 0.008
Reject
Ho
There is
significant
difference.
Inquiry-based
learning
3.19ab
Lecture method 3.39a
Mastery learning 2.72b
Learning with
emphasis on com..
2.91ab
Project-based

28. WHEN THE DIFFERENT TEACHING
STRATEGIES ARE CONSIDERED…
 Respondents have the most positive
perspective in the utilization of
COOPERATIVE LEARNING
 Majority of the respondents still has the old
and traditional teaching initiative which is
LECTURE METHOD

29. HOW TEACHING STRATEGIES
AFFECT STUDENT’S GPA
TEACHING
STRATEGY
ME
AN
Tukey’s
Test
REMARKS
Lecture 2.10 a There’s a significant
difference between the GPA
of students who perceived
that their instructors only
utilize lecture method and
those students’ who perceive
that their instructors only
utilize cooperative learning
and those who perceives that
their instructors utilize
Cooperative
Learning
1.98 b
Multiple
teaching
strategies
1.76 c

30. RECOMMENDATIONS
 The use of different teaching strategies should
be reinforced not only to the younger batch.
 Instructors are encouraged to pursue higher
education.
 Instructors are encouraged to attend seminars
and trainings.
 The academe must provide sufficient access to
web, journals and books to instructors
 Attitude that are not converted to practice are
useless.

31. “If only we take TEACHING more of a
VOCATION rather than a PROFESSION,
there would be more learning and more smiles
on our students’ faces.”
~Jomar Aban~

32. THANK YOU FOR LISTENING!