Development of Story Book on Mitosis and Meiosis Among Grade-7 for Geographically Disadvantage Area

Development of Story Book on Mitosis and Meiosis Among Grade-7 for Geographically Disadvantage Area

Ainah B. Hadji Moner, Monera Salic-Hairulla, Joy B. Bagaloyos, Edna B. Nabua, and Arlene R. Alcopra

Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010119

Received: 30 December 2024; Accepted: 06 January 2025; Published: 05 February 2025

ABSTRACT

This study aimed to develop a storybook as learning material on mitosis and meiosis particularly for Grade-7 found in geographically disadvantage areas, due to a lack of visual learning material for the topic in science that needs visualization for its description. The data resulting from the need assessment concludes that science teachers have difficulties teaching mitosis and meiosis due to a lack of visual learning material. This study used a 4D model for the development of a storybook. The respondents of this study are composed of thirty-five (35) Grade-7 students of Madamba National High School. The students’ performance during pretest students got 7.69 with a standard deviation of 2.153 this means that on average the students have a very low level of performance in the pretest. On the other hand, the posttest has a mean score of 22.51 with a standard deviation of 4.300. This means that on average the students have achieved a level that is closely approximating mastery in the posttest of conceptual understanding. This study concludes that the Development of a storybook on mitosis and meiosis as science learning material for Grade-7 in Geographically disadvantage areas is effective. It is recommended for all teachers who have difficulties with visual learning material due to a lack of technological tools.

Keywords: Geographically Disadvantage Area, Mitosis and meiosis, Storybook, Visual Printed Learning Material

INTRODUCTION

Education in today’s world still has difficulties with learning material, searching guides on the internet to support discussion such as videos and images used in PowerPoint are not applicable in all areas of education due to a lack of technological tools. According to Sadera (2020); Hadji Abas (2020); Hanifa (2020) due to the lack of technology in schools in the Philippines teachers, and learners encountered difficulties in some topics in science especially those topics that require lab activities, images, and videos to elaborate more the concept of the topic. These encountered problems abundant experience in Geographically disadvantage areas due to a lack of learning materials availability. In the study of Mtsi, and Maphosa. (2016); Crăciun (2020) the most affected by this problem in delivering science was the schools located in remote areas. Teaching science such as cell division, DNA, and other masters is a huge challenge without the support of technological materials such as laboratories equipment, tv, and computer.

Encountered difficulties led to misconceptions among the learners and get a record as the least masters of topics such as heredity, cell reproduction mitosis, and meiosis. In studies of (Etobro, & Banjoko, 2017; Luwoye, Bello, & Adeoye, 2021) state that there are many misconceptions among students regarding mitosis and meiosis. Though, the geographically disadvantaged area has the issue of lack of technological tools, using images in a printed way still could help the visualization of the learners, so teachers are encouraged to be creative and develop learning materials that could support their discussion. In the study of Magdalena, Azzahra, Putri, Ismawanti, & Nurvitasari, (2023) to help students overcome learning challenges, teachers should provide printed science teaching materials that include visual aids like photos and sketches. Textbooks and teacher-made worksheets are both effective as primary materials for modular distance learning in remote areas, Cos, Duero, & Paguia. (2021).

To address the issue in the Geographically disadvantaged area which is the lack of visual learning material and considering the effectiveness of visual printed learning material this research aimed to develop tools for intervention towards the issues. This study aimed to create something printed learning material but in a visualized form, this study chose the storybook. Storybooks have been shown to significantly influence science concept understanding, particularly when combined with curiosity-driven learning (Arditama et al., 2018). Additionally, in the study of Atikoh et al., (2019), picture storybooks based on a scientific approach through inquiry methods are more effective than textbooks for improving students’ inference skills in science. In the study of Fauzi (2020) picture storybooks with a scientific approach through project-based learning improve observational skills in secondary science students. As the literature says, a storybook as a learning material is effective. The researcher chose one topic where learners encountered misconceptions due to a lack of visualization the cell reproduction in the Grade-7 level is based on the Matatag Curriculum guide, the researcher ensures that the concept of mitosis and meiosis is integrated properly into the storybook, and the learning objectives and learning competency must be fulfilled.  The concept of the topic was derived from the MATATAG Curriculum. This topic Mitosis and Meiosis is in line with SDG 3 (Good Health and Well-Being): Cellular reproduction is fundamental to human health. Developing Visual printed material such as storybooks will contribute to educational innovation and is in line with SDG 4 (Quality Education): Biology education and scientific research.

OBJECTIVES OF THE STUDY

This study seeks to achieve the following objectives:

• To conduct a needs assessment on developing Story Book for mitosis and meiosis for the (5) Science teachers and (3) Principals from 3 geographical disadvantage area.
• To develop a story book for Mitosis and Meiosis.
• To identify the performance of the students on mitosis and meiosis using the developed Story Book.
• To describe students’ and teachers’ perceptions on the Developed Visual Printed Learning Material (D-VPLM) Story Book on Mitosis and Meiosis.

METHODS

Needs Assessment survey questionnaire for the three (3) Principal and five (5) Science teachers.

To determine the difficulties of the school in teaching Mitosis and Meiosis without technological tools in a geographically disadvantaged area, a survey questionnaire was given to three (3) school principals and (5) Science teachers in one of the geographically disadvantage areas in Lanao Del Sur II. The need assessment questionnaire was adapted and modified from Jummawan, (2022). This adapted questionnaire was validated by experts with advanced degrees in professional education.

Development of a storybook for Mitosis and Meiosis.

To develop the Story Book for Mitosis and Meiosis this study used the 4D model created by Thiagarajan, and Semmel, et al., in 1974 and Hariyanto, et al (2022). The following 4D model steps were involved in this study: (1) Define, (2) Design, (3) Develop, and (4) Disseminate. This model is frequently used in educational design and development to systematical learning materials.

Figure 3.2.1 Development phase

Define Phase

The process of conducting a needs assessment to understand direct the particular requirements of science teachers and school administrators. This specific survey aims at identifying the gaps of science instruction and decides the need for getting the context across. The following are the four steps contains in this stage.

Need Assessment Analysis

The researcher conducts a need assessment for the school to know the weakness or struggles and difficulties they encountered in teaching science particularly in geographical disadvantage area. Researcher does the survey questionnaire for need assessment from three (3) school principals and five (5) science teachers.

Concept analysis

Analyzing the concept where learners and teachers have encountered difficulties that result in misconceptions among students. Cell reproduction was one of the least mastered by the learners in biology subject.  The study of Dikmenli (2010) mentioned that one of the misconceptions of the students involves DNA replication timing, chromosome number changes during division, and the structure of chromosomes during cell division.

Learners/ Participants Analysis

Identifying the respondents who take the subject and grade year level to be able to guide the cognitive level of the learners. Meiosis and mitosis is one of the least master in science subjects found by the researcher. In the new curriculum of DepEd, the Matatag curriculum, Cellular reproduction is now tackled at the Grad-7-year level so the target learners in this study were the Grade-7 learners at Madamba National High School.

Learning Outcome

The learning outcome was guide on how the concept integrates into learning material this is also guide to achieved the learning competency of the topic provided by the Matatag Curriculum.

Design Phase

Design phase was based on the result of the defined phase, after determining the defined phase, the researcher designed a learning material that was suitable to the learners and addressed the gap as well. The following is the process of how the design is made for developing learning materials.

Selecting Learning Material

The selected material was a form of printed material that anyone could access without utilizing any technological tools. According to Cos, Duero, & Paguia, (2021) textbooks and teacher-made worksheets are both effective as primary materials for modular distance learning in remote areas. This study chose a unique printed material that can be visual and attracted to the age level of the learners. The researcher decided to develop a storybook. Storybooks have been shown to significantly influence science concept understanding, particularly when combined with curiosity-driven learning (Arditama et al., 2018).

Integration of the topic into the developed learning material

Storybooks are usually used as learning material in other fields such as English subject, in this study utilized a storybook as science learning material, integrating science topics into a storybook with more visualization, images, and characters to describe well the mitosis and meiosis topic and make the topic easiest to grasp by the learners

Initial Design

The initial design serves as the first draft, representing the ideal design of the visual printed learning material in the form of a storybook. This phase includes the creation and conceptualization of characters, illustrations, story content, and settings. Each element ensures alignment with the topic objectives. The storybook is designed to integrate scientific concepts with creative storytelling, providing a clear and relatable context for topics of mitosis and meiosis.

Development Phase

After the initial design, it needs to undergo various evaluations, which is part of the process of developing this storybook. The following is the process of how this learning material developed.

Face Validation

To ensure the quality and effectiveness of the material, researchers sought input from experts during a pre-defense review. Panelists gave comments and suggestions on both content and presentation. This input was used to revise and improve the initial draft.

Teachers and Developer Validation

After face validation, ensuring the reliability of the first draft revision, it undergoes evaluation through a rubric for developing a storybook, the evaluators were science teachers, English teachers, and expert in developing storybooks, and the survey questionnaire is composed of Likert-scale and open for comments and suggestions.

Second Draft Revision.

 To make more precise, effective, tested, and have high technique.  “Review”, the material was reviewed and enhanced based on the data result and comments and suggestions by the evaluators. This was considered the second draft revision.

Final output

Finally, after the revision of the second draft through reviewing, this was the final output. The final output is now ready to disseminate to the target respondents of this research which is the Grade-7 students of Madamba National High School. However, it was disseminated after the approval of the ethics of the College of Education and by approving the request the school principal where this developed storybook was implemented.

Figure 3.1 Developed Story Book for Mitosis and Meiosis, covered page

Disseminate Phase

The final out-put is implemented to the real target, which is the grade -7 students who undergo the mitosis and meiosis lesson. The implementations of Developed Story Book, was in Madamba National High school. The instructional tools consist of pre-test and post-test with 30 items of multiple choice adapted and modified from MATATAG Curriculum.  The researcher ask permission to handling the implementation to the subject teachers. Researcher implement the developed Story book in grade-7 level for two weeks in the second quarter in the year of 2024.

DATA GATHERING PROCEDURE

To gather the data, the researcher started by identifying the specific needs of principals and science teachers. A formal letter was prepared to request their assistance by providing answers to the need assessment, along with comments and suggestions.

Secondly, the development of the storybook is based on identified gaps from the need assessment. The development followed the 4D model. (Define, Design, Develop, and Disseminate.) It underwent an evaluation from the first draft into the final phase, it was evaluated by experts by providing the rubrics on developing story books, after the final output the researcher had a request letter with the consent of the thesis adviser to the target school.

Send a letter to the principal of the target school asking permission to implement the visual learning material in her school. Informing her science teacher for the implementation by the researcher in her class. Implementation of this research spent two weeks on the target school. Data was gathered from the pre-test and post-test of the grade-7 learners followed by the student’s perception and teachers’ perception.

Finally, the data collection was completed, and it underwent statistical analysis to determine the results of the developed storybook for mitosis and meiosis, assessing whether the outcomes were positive or negative.

DATA ANALYSIS

This study was designed by using both quantitative and qualitative data collection in response to research questions. The questions are composed of quantitative questions for the rubrics, pre-test, post-test, and student perception. Qualitative for need assessment and teachers’ perceptions and the open-ended questions for suggestions and comments. Analysis of quantitative data from pretests and posttests was conducted using normalized gain scores to evaluate student progress

RESULTS AND DISCUSSIONS

Need Assessment for Principals and Science Teachers

Table 6.1 The Summary of the Responses of the School Principals and Science Teachers on the Need Assessment Survey.

STORY BOOK

The summary result of the need assessment was answered by the three-(3) principals and Five (5) Science teachers. The first theme identified difficulties of the teachers in teaching complex topics such as mitosis and meiosis then concluded that key informants encountered issues in delivering the topic due to a lack of learning materials and technological tools. Secondly, identifying the intervention of the teachers and how they address the difficulties they found. The data given science teachers have no particular learning materials to address the gap, it’s more on discussion and activity such as “drawing the stages of cell division”, stated by NST5. The result said that teachers lack of Visual learning materials that can be shown to the learners, and the only intervention is to develop their own visual learning material and then discuss and give activities. This study aims to identify what learning materials were developed by the science teachers. On the data in the third theme science teachers developed such Visual aids, (NST1) and Big Book (NST2). Teachers had already developed visual learning materials however science teachers hoping to provide visual learning materials, it would be better if they provided learning materials in our school according to (NST1). Experiencing the lack of visual learning is also contributing to the teacher’s problem about delivering cell reproduction and it may result in student’s low academic performance, which is a disadvantage in remote areas. In Zambia, inadequate provision of learning materials for visually impaired learners has led to poor performance and exclusion from science subjects (Akakandelwa & Munsanje, 2012).

Key informants, the majority did not yet attend or conducted a seminar, particularly in developing visual printed learning materials, however, they are hoping to have it, in the statement of NST2: “No, I didn’t, it will be a great help if in science teachers have a seminar on developing visual printed learning materials. In fifth theme, is asking how it is effective in transferring knowledge to the learners, as the summary result of the key informants’ answer, using visual printed learning material they all agree that is effective. To support this result, in the study of (Hashemi & Pourgharib, 2013) using visual materials such as pictures, real objects, and flashcards has been found to increase vocabulary retention and learning in language education.

For the part two of the questionnaire is specific on the storybook, it asks about the familiarity of the key informants on utilizing storybooks as learning materials, based on the development made by the science teachers in theme four no one mentioned about storybooks as learning materials. On this theme six, key informants responded majority agree with their familiarity however they are familiar with utilizing in English subjects but not in science subject. According to NAP2: “Yes I’m familiar on story book in the field of English subject but in the use of storybook in science subject I didn’t”. To get the possible result on the effectiveness of developing Visual Printed Learning Material such as storybook for mitosis and meiosis, this study also indicates this seven theme which is to identify the perception of the key informants on developing visual printed materials in a form of a storybook in science, as the result utilizing story Book in science will be effective and interesting, like how key informants state that (NAP3, NST1and NST2)” it will be effective and engaging as learning materials in science”. The use of stories can make a lively teaching and improve students’ learning.Rowcliffe, (2004). Additionally, according to Brown, (2004) and Güney, (2019) to make it more enhanced integrating more visuals on the storybook will be effective for science.

Table 6.2. Rubric Evaluation of the Developed Story Book

On average, the storybook is rated excellent in all the criteria except the word-pictures combination which is rated very good. This means that the story book covers the topic comprehensively with an excellent subject knowledge; the presentation’s substance is correct throughout with no factual mistakes; there are no grammatical or spelling mistakes in the material; correct punctuation and word spelling are used throughout the text; the language is simple to understand throughout the presentation; text or other visuals are not distracted by the background with background selection is constant from page to page and appropriate for the subject; the use of font features like color, bold, and italicization has been carefully considered to improve readability and content; the organization of the information is logical and chronological; clear and immediate feedback is provided for user action, aiding comprehension and engagement; interactive elements are seamlessly integrated into the storyline, enhancing understanding and engagement; and the created Story Book’s on mitosis and meiosis provide all the information required to learn about and comprehend the concept. On the other hand, most of the graphics are attractive and support the theme/ content of the materials yet some of them are not. According to Nguyen (2021), children’s picture books which include a system of words and images devote the most space to pictures; therefore, it is important to put an effort into making sense of the combination of images and words and consider images as important as words.

Table 6.3. Summary Statistics of the Performance of Respondents in Pretest and Posttest

The summary statistics of the performance of respondents in pretest and posttest. The students got a minimum score of 3 and a maximum score of 12 in the pretest, which yielded a mean score of 7.69 with a standard deviation of 2.153. This means that on average the students have a very low level of performance in the pretest or a very low level of conceptual understanding. On the other hand, the students got a minimum score of 13 and a maximum score of 29 in the posttest, which yielded a mean score of 22.51 with a standard deviation of 4.300. This means that on average the students have achieved a level that is closely approximating mastery in the posttest or closely approximating mastery of conceptual understanding. Comparing the minimum and maximum scores of the students from pre-test to post-test shows a clear improvement of the score Through this data researcher determines the effectiveness of the developed storybook for mitosis and meiosis in Grade-7 learners in geographically disadvantaged areas. In the research of Magdalena, Azzahra, Putri, Ismawanti, & Nurvitasari. (2023) states that to help students overcome learning challenges, teachers should provide printed science teaching materials that include visual aids like photos and sketches. Through this study, it showed positive results on the learners, particularly in a geographically disadvantaged area.

Table 6.4.  Perception of Students on the Use of Developing Visual Printed Learning Materials on Mitosis and Meiosis Story Book

Legend: 1.00-1.74 (strongly disagree); 1.75-2.49 (disagree); 2.50-3.24 (agree); 3.25-4.00 (strongly agree)

Students’ perception of the Use of developed story Book for Mitosis and Meiosis. On average the students strongly agree on all the statements regarding the said learning material. Although their level of agreement varies slightly in terms of the mean rating, in statement 1 about the Mitosis and Meiosis Story Book helping them understand the lesson, got the highest mean rating 3.83 with the description of strongly agree.

Regarding the top mean which is statement 1, during the implementation researcher observed the students highly engaged in the developed learning material. In the study of Situmorang, Sitorus, Hutabarat & Situmorang. (2015) found a result that developed innovative chemistry learning materials led to higher student achievement and motivation compared to the control group. (2015).

Table 6.5.  Perception of Teachers on the Use of Developed Story Book for Mitosis and Meiosis

As data presented utilizing a developed storybook for mitosis and meiosis for grade-7 in Geographically disadvantage areas is helping teachers to reduce the difficulties in using visual learning material due to lack of technological tools as mentioned by ST1: In remote areas, like in our school, where accessibility of nowhere to be found and where teachers are only dependent to the textbook. Considering printed material is the initial learning material for this school due to its accessibility, developing printed material such as story book is helpful for the teachers and students. Using Story Book improves student learning and participation in secondary science classes. A lot of secondary science teachers face difficulties in inspiring their classes. According to Rowcliffe, (2004) the use of stories can make a lively teaching and improve students’ learning. Additionally, to make it more enhanced integrating more visuals into the storybook will be effective for science. Brown, (2004); Güney, (2019).

In the comments and suggestions section, the two science teachers are kind of feedback after implementing the developed story book, ST1 states that: The storybook improves the students’ performance, the ST2: it was interesting learning material for grade 7. As teachers are concerned for his/her students’ performance this developed learning material help to reduce the worries of the teachers on how students grasp the complex topics in science, these statement data from science teachers can contribute to the idea of the effectiveness of story book on mitosis and meiosis for grade-7 learners in geographically disadvantage area.

CONCLUSIONS AND RECOMMENDATIONS

The following conclusions were based on the findings of this study:

Based on the data result the development of a storybook for mitosis and meiosis is effective to use in Grade-7 students as visual learning material in geographically disadvantaged areas. The students’ performance in the pretest got a 7.69 mean score which was increased to a 22.51 mean score in the posttest after implementing the storybook as science learning material for mitosis and meiosis. This means that the conceptual understanding of the student significantly changed since their performance improved in the post-test. Additionally, in the students’ perceptions, the data results revealed that students strongly agree with statement 1 about the Mitosis and Meiosis Story Book helping them understand the lesson, which got the highest mean rating. The developed learning material helps students to visualize mitosis and meiosis, it was engaging and attractive to the learners. In the teacher’s perception developed learning material helps to reduce the difficulties of the teachers having a lack of ICT, and unavailability of electricity, since the developed learning material is visualized at the same time it was printed learning material.

In light of the result revealed in the need assessment survey, the following recommendations should be taken into consideration.

1. Science teachers, particularly in remote areas may utilize storybooks as visual printed learning material as alternative of technological tools such as utilizing photos, videos through PowerPoint.
2. An organizer/trainer program for quality education would take this idea to conduct a seminar/training on developing visual printed learning materials such as storybooks, not just limited to science but also in other subjects and topics.
3. Both science teachers in rural and urban areas who encountered difficulties in teaching complex topics in science because of a lack of visual learning material, this developed storybook would help to reduce their difficulties.
4. Future researcher may gain new ideas trough this study, it guides them to develop a new visual learning material but in another form not a story book form.

ACKNOWLEDGEMENT

The researcher gives sincerest gratitude and acknowledgment to the Department of Science and Technology-Science Education Institute (DOST-SEI) for funding the study and extends the gratitude to Mindanao State University-Iligan Institute of Technology (MSU-IIT) for the opportunity to be part of them and all the support and good system of education. To the person who pushed me to finish this research with her guidance, advice, and support all the time Ma’am Dr. Monera A. Salic-Hairulla. Above all to the Almighty God for the blessing of financial, strength, and guidance.

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