Promoting student learning outcomes and sustainability practices through SDG integration into plant biology instruction

Clicks: 8
ID: 287497
2025
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #53 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The United Nations Sustainable Development Goal (UN SDG) framework promotes sustainable development in K-12 education, providing opportunities for students to connect scientific concepts to local and global issues and take action. While the UN SDG framework using specific approaches has been explored, there is no integrated framework incorporating these global goals into plant biology education for senior high school students. This study aimed to implement and evaluate the developed 5E Project-Based Global Instructional Plan (5E-PB GIP) for grade 12 STEM students at a private school in Metro Manila (n=77). This study employed collaborative action research (CAR) guided by the PDSA model using an explanatory sequential mixed-method approach to examine the effects of the instruction on student learning outcomes and sustainability practices. A biology teacher implemented the plan, and 51 students participated in the study. Data were collected from evaluation checklists, test scores, self-assessment questionnaires (SAQs), classroom observations, project outputs, in-depth reflections, and focus group discussions. Quantitative analysis used descriptive statistics, Paired sample t-test, Wilcoxon signed-rank test, and Spearman's rank correlation, while qualitative data were analyzed using software- and generative-AI-assisted thematic analysis. The 5E-PB GIP received a proficient to expert evaluation rating from the school administrators (n = 4). Results revealed positive student engagement and perception of the SDG integration, 5E approach for action orientation, learner-centeredness, transformative learning, and execution of the PBL elements in the class. Students demonstrated a significant change in student empowerment (Z = 2.52, p = 0.012, r = 0.35), perceived usefulness of the instruction (Z = 2.09, p = 0.037, r = 0.29), and the Unit 1 assessment (p < 0.05, d = 1.29). They encountered challenges in the Unit 2 test because of the lesson's complexity. While collaboration skills improved in all dimensions, only the contributing resources, ideas, and efforts showed a significant change (p = 0.004). The instruction also significantly improved the students’ knowledge (Z= 3.456, p < 0.001, r= 0.484), attitudes (Z= 2.253, p= 0.024, r= 0.315), and practices (Z= 4.451, p < 0.001, r= 0.623) toward sustainable development. However, they had concerns about time constraints, workload, and minimal group participation. The findings suggest integrating the 5E-PB Global instruction into the curriculum, explicit instruction of collaboration skills, scaffolding challenging concepts, more flexible service-learning projects, and additional scenario-based test items for problem-solving and critical thinking. Professional training and support are needed for effective implementation. Keywords: Sustainable Development Goals (SDGs), 5E model, project-based (PB), plant
Reference Key
persistent_1760661774_68f1910e49cac Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Diaz, Alvie F.
Journal Malay Journal
Year 2025
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/34
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.