Development of a CODE-Based Teaching Guide on the Central Dogma in Biochemistry: A Study in the Philippines

This study developed and validated the CODE Instructional Approach (Case-Organized, Dramatized, and Embodied) to enhance preservice science teachers’ understanding of the Central Dogma of Molecular Biology. A total of twelve (12) third-year BSED Science students enrolled in PHSc108 Biochemistry participated in the implementation phase of the study. Using the ADDIE instructional design model, the Analysis Phase revealed several learning needs, such as students' persistent misunderstandings, difficulty visualizing molecular processes, and a strong preference for visual and hands-on learning strategies. A panel of seven qualified evaluators assessed the instructional materials for validity, clarity, and pedagogical integrity. The overall validity rating for the pretest–posttest instrument was 3.77, and the rating for the Teaching Guide was 3.70, both interpreted as “very highly valid.” The mean score for students' conceptual understanding increased from 14.25 to 20.17, representing a substantial improvement. The Wilcoxon Signed-Rank Test confirmed that this increase was statistically significant (Z = –3.068, p = .002), with a very large effect size (r = 0.886). Thematic analysis of student reflections identified four themes: misconceptions regarding the direction of genetic information flow, difficulty understanding molecular processes, incomplete understanding of mutation, and a preference for visual and experiential learning. Overall, the results show that the CODE Approach effectively addresses gaps in understanding by integrating multimodal, contextualized, and embodied learning activities.

Central Dogma, CODE Instructional Approach

1. Abuhassna, H. (2024). Enhancing learning experience through technology-integrated instructional design: An ADDIE-based framework. Journal of Educational Technology and Innovation, 18(2), 45–58. [Google Scholar] [Crossref]

2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. [Google Scholar] [Crossref]

3. Bujanda, C., & Anderson, N. (n.d.). Teaching the Central Dogma through an inquiry-based project using GFP. University of Arizona. Retrieved on October 7, 2025, from https://repository.arizona.edu/handle/10150/663549 [Google Scholar] [Crossref]

4. Cano, F. (2022). Designing instructional assessment tools: Validation frameworks and applications in higher education. International Journal of Assessment and Evaluation, 29(3), 112–126. [Google Scholar] [Crossref]

5. Cano, J. S. (2022). Development and validation of simulation-based instructional materials on the Central Dogma of Molecular Biology for senior high school. International Journal of Technology in Education and Science, 6(2), 373–387. https://doi.org/10.46328/ijtes.368 [Google Scholar] [Crossref]

6. Ding, L., & Toran, M. (2025). Application of the ADDIE model in supporting children with autism: A systematic instructional design approach. Journal of Developmental and Educational Studies, 14(1), 22–38. [Google Scholar] [Crossref]

7. Haberbosch, M., Vick, P., Feuchter, F., & Schaal, S. (2025). Exploring molecular biology in lower secondary education: Assessing content relevance and teachers’ challenges, self-efficacy, and knowledge. International Journal of Science Education. https://doi.org/10.1080/09500693.2025.2517887 [Google Scholar] [Crossref]

8. Hu, Y. (2022). Students’ perceptions of instructional quality and their relationship to digital reading performance. Journal of Learning Analytics, 9(1), 89–105. [Google Scholar] [Crossref]

9. Knapp, N. (2016). Rubric development for performance-based assessments: A practical guide for educators. Assessment in Education Journal, 23(4), 367–385. [Google Scholar] [Crossref]

10. Kunze, A. (2022). Discipline-specific perceptions of effective course structures and learning activities in higher education. Teaching in Higher Education, 27(5), 1023–1039. [Google Scholar] [Crossref]

11. Newman, D., Johnson, C., Webb, B., & Cochrane, C. (2016). Validating education-based evaluation rubrics: A multidimensional framework. Journal of Educational Measurement and Design, 41(2), 130–148. [Google Scholar] [Crossref]

12. Pérez Zúñiga, R., Martínez García, M., Campos-Valdez, M., & Sánchez-Orozco, L. V. (2025). Pedagogical and evaluative competencies for the 21st century in molecular biology education and their relationship with honors programs: A systematic literature review. Frontiers in Education, 10. Retrieved on October 14, 2025, from https://www.frontiersin.org/articles/10.3389/feduc.2025.1616858/full [Google Scholar] [Crossref]

13. Roush, A. (2020). A classroom activity to deepen student understanding of genetic information flow. Biochemistry and Molecular Biology Education, 48(3), 292–299. Retrieved on October 10, 2025, from https://doi.org/10.1002/bmb.21342 [Google Scholar] [Crossref]

14. Sharp, L. (2023). Using medical case studies to strengthen understanding of the Central Dogma in undergraduate biochemistry courses. Journal of Science Education and Technology, 32(1), 112–124. Retrieved on October 14, 2025, from https://doi.org/10.1007/s10956-022-10011-5 [Google Scholar] [Crossref]

15. Wieseman, A. L. (2016). Tracking the resolution of student misconceptions about the Central Dogma of Molecular Biology. Journal of Microbiology & Biology Education, 17(3). https://doi.org/10.1128/jmbe.v17i3.1165 [Google Scholar] [Crossref]

16. Yusoff, N., et al. (2023). Assessing undergraduates’ misconceptions on the Central Dogma of Molecular Biology. Journal of Science & Sport Management, 18(10). Retrieved on October 14, 2025, from http://doi.org/10.46754/jssm.2023.10.010 [Google Scholar] [Crossref]

17. Zhu, H., Zeng, W., & Chen, L. (2025). Transforming molecular diagnostics learning: The power of gamification in higher medical education. Frontiers in Education, 10. Retrieved on October 14, 2025, from https://www.frontiersin.org/articles/10.3389/feduc.2025.1502203/full [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study