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Action Research Biochem

This document explores the impact of collaborative learning on student engagement in biochemistry, highlighting its benefits in enhancing motivation, comprehension, and academic performance. A quasi-experimental study conducted at Northwest Samar State University reveals that structured group activities and peer teaching significantly improve students' understanding and communication skills. The findings suggest that while collaborative learning is effective, creating a supportive environment is crucial for maximizing its benefits.

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villanuevakyzylnyssa
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18 views

Action Research Biochem

This document explores the impact of collaborative learning on student engagement in biochemistry, highlighting its benefits in enhancing motivation, comprehension, and academic performance. A quasi-experimental study conducted at Northwest Samar State University reveals that structured group activities and peer teaching significantly improve students' understanding and communication skills. The findings suggest that while collaborative learning is effective, creating a supportive environment is crucial for maximizing its benefits.

Uploaded by

villanuevakyzylnyssa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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THE IMPACT OF COLLABORATIVE LEARNING ON

STUDENT ENGAGEMENT IN BIOCHEMISTRY

Kyzyl Nyssa M. Villanueva


BSED SCIENCE 2B

March 2025
Introduction
According to Widyaningrum et al., (2021). Collaborative
learning, characterized by students working together to solve
problems and complete tasks, has been shown to enhance
engagement, motivation, and academic performance. For
instance, a study by Andrews et al. (2020) demonstrated that
active learning environments foster deeper understanding and
improved communication skills among students, which are
essential in rigorous fields like biochemistry.
Introduction
Another Research indicates that collaborative instructional
strategies not only improve students' scientific skills but also
significantly boost their interest and achievement levels in biology-
related courses (Onu et al., 2020).
Research Questions

Methodology

Intervention

Results and Discussion

Conclusion

References
Research Questions

1. How does collaborative learning influence students’


engagement in biochemistry?

2. How does participation in collaborative learning impact


students’ comprehension of complex biochemical concepts?

3. What are students’ perceptions of collaborative learning


activities in biochemistry, including participation, confidence,
and interest?
Methodology

This quasi-experimental study examines the impact of


collaborative learning on student engagement in biochemistry
using a pre-test and post-test approach. Conducted at
Northwest Samar State University with second-year Science 2B
students, it focuses on students’ learning experiences and
engagement in structured collaborative learning. A purposive
sampling method will be used to select participants.
Intervention

Structured Group Activities

Peer Teaching Sessions

Workshops on Collaboration and Communication

Assessment Methods

Monitoring and Feedback


Results and Discussion
Results and Discussion
Conclusion

Collaborative learning proves to be an effective approach for


enhancing student engagement and comprehension in
biochemistry education. The strong participation in group
projects and labs demonstrates its integral role, while the
reported benefits such as improved understanding,
communication skills, and motivation highlight its positive
impact.
Conclusion

However, variations in confidence levels suggest the need for a


more supportive discussion environment. To maximize its
effectiveness, educators should implement structured peer
discussions and mentorship programs. Overall, the findings
confirm that collaborative learning not only strengthens
academic performance but also fosters essential interpersonal
skills, making it a valuable strategy in science education.
References
Andrews, D. A., Sekyere, E. O., & Bugarcic, A. (2020). Collaborative Active Learning Activities
Promote Deep Learning in a Chemistry-Biochemistry Course. SpringerLink.
https://link.springer.com/article/10.1007/s40670-020-00952-x

Onu, W. O., Anyaegbunam, N. J., & Uzoigwe, A. U. (2020). Improving Biology Students’ Interest and
Achievement through Collaborative Instructional Strategy. Journal of Education, Society
and Behavioural Science, 33(2), 9-20.
https://www.journaljesbs.com/index.php/JESBS/article/download/30198/56663

Widyaningrum, D. A., Wijayanti, T., Arifin, A. S., Prasmala, E. R., Iza, N. K., Sari, N. K., Hidayati, N.,
Setiawan, D. C., Agustina, W., Pangestuti, A. A., & Lestari, P. B. (2021). Empowering
students’ generic science skill through search, solve, create and share (SSCS) learning
models with video media in biochemistry. AIP Conference Proceedings, 839751.
https://pubs.aip.org/aip/acp/article/839751
THANK YOU!

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