Effects of Context-Based Learning Approach on Scientific Literacy in terms of Evaluating Competency and Designing Scientific Inquiry Process and Biology Learning Achievement

Abstract

This study aimed to examine scientific literacy in terms of evaluating competency, the ability to design scientific inquiry processes, and biology learning achievement among eleventh-grade students through the implementation of context-based learning. The sample consisted of 35 eleventh-grade students selected through a cluster random sampling method. The research followed a one-group pretest-posttest design. Data were collected using four context-based learning lesson plans, a competency assessment focused on evaluation and scientific inquiry design, and a biology learning achievement test. Data were analyzed using percentage, mean, standard deviation, the dependent t-test, and the one-sample t-test. Pretest and posttest scores were compared using a dependent samples t-test, while posttest scores were compared against specified criteria using a one-sample t-test. The results showed that students' competencies in evaluation and design in scientific inquiry after instruction were significantly higher than before instruction at the .05 level. However, post-instruction scores were below Level 4 (62.5%) without statistically significant difference from the benchmark at the .05 level. Additionally, students' biology learning achievement after instruction was significantly higher than before instruction at the .05 level, but the posttest scores were significantly lower than the 70% criterion at the .05 level.