Enhanced POE Model: It’s Effect on Grade 10 Learners’ Conceptual Understanding and Engagement in Biology

Abstract

This study investigated the effectiveness of the enhanced Predict–Observe–Explain–Assess– Evaluate (POEAE) Model on Grade 10 learners’ conceptual understanding and engagement in Biology, specifically in the topic Nervous System. Using a one-group pretest–posttest quasi-experimental design, the intervention was implemented among 26 students from a private school in Lanao del Norte during the 2024–2025 academic year. Researcher-developed and expert-validated instruments—including a 20-item conceptual understanding test and a 10-item engagement checklist—were utilized to measure learning outcomes. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. Results from the Wilcoxon Signed-Rank Test revealed a statistically significant increase in learners’ conceptual understanding (p < .05), with the mean score increasing from 4.85 in the pretest to 15.62 in the posttest, indicating a shift from Beginning/Developing Proficient to Approaching/Advanced Proficient levels. The mean gain score of 10.77 further demonstrated consistent learning improvement among participants. Engagement levels were also notably high, with an overall mean of 4.09, indicating that learners found the POEAE activities stimulating, reflective, and supportive of deeper understanding. Findings confirm that integrating Assess and Evaluate phases strengthens the traditional POE cycle by promoting metacognition, evidence-based reasoning, and sustained engagement. The study concludes that the enhanced POEAE Model is an effective instructional approach for improving both conceptual understanding and learner engagement in Biology.