Scaffolding Genetics Learning in Resource-Constrained Classrooms: Effects of Inquiry-Based Worksheets on Student Achievement

Abstract

Genetics and genetic disorders are persistently challenging for senior high school students because of their abstract concepts, entrenched misconceptions about chromosome behavior, and difficulties in understanding meiosis and inheritance patterns. This quasi-experimental pre-test–post-test study examined the effectiveness of guided inquiry-based learning (IBL) worksheets in improving Grade 11 students’ academic performance in genetics competencies in public secondary schools in Malaybalay City, Bukidnon, Philippines. Two intact classes (N = 57; ages 16–18) participated and were exposed to researcher-developed IBL worksheets aligned with Department of Education standards. The instructional materials incorporated contextualized case studies on Down syndrome and scaffolded prompts that guided learners through hypothesis formulation, data interpretation, and reflective reasoning. Pre-test results indicated generally low proficiency across genetics competencies, with item-level correct response rates ranging from 37.50% to 75.00%. Post-test results demonstrated a modest but statistically significant improvement in achievement. Analysis using the Wilcoxon signed-rank test revealed a significant increase in students’ scores (Z = 6.032, p < 0.001), suggesting that the structured inquiry approach effectively supported conceptual understanding within Vygotsky’s Zone of Proximal Development. The findings indicate that guided IBL worksheets are cost-effective and scalable instructional tools for resource-constrained educational contexts, with potential to reduce misconceptions in genetics. However, the results are limited by the short intervention period and the localized sample, warranting further longitudinal and multi-site investigations.