Needs Analysis as Basis for the Development of an SSI-Based Module for Teaching Non-Mendelian Inheritance

Abstract

This study aimed to identify the learning needs of both students and Biology teachers in the lesson on non-Mendelian genetics, as a basis for developing a Socio-Scientific Issue (SSI)-based module. Specifically, it determines students' prior knowledge of the topic, problems encountered, and coping techniques, as well as teachers' difficulties in the teaching-learning process and their familiarity with the SSI-based module as an instructional tool for teaching non-Mendelian inheritance. The study employed a qualitative descriptive research design, using open-ended questions administered to 60 Grade 9 students and 5 Science teachers at the selected secondary school in Iligan City who had already learned about and taught non-Mendelian inheritance, respectively. The collected data were analyzed using thematic analysis to identify themes and codes. Results show that both students and teachers struggle with the abstract nature of non-Mendelian inheritance. Students have misconceptions, low retention, and rely on self-study despite teachers' effort and use of various strategies such as real-life examples, visual aids, and problem-based learning; thus, these strategies are not always effective. In addition, SSI-based instruction is limited and rarely used because teachers are unfamiliar with it. The findings highlight the need for a structured SSI-based module that uses real-world contexts to improve critical thinking, engagement, and decision-making skills among students. Also, such a module can help teachers teach effectively and assist students in understanding complex non-Mendelian inheritance.