ABSTRACT
This study examined the impact of structured learning strategies on learners’ scientific understanding, considering parental educational attainment, number of siblings, and distance from school. The participants were learners from Dr. Catalino Gallego Nava Memorial High School and Remedios E. Vilches–San Lorenzo National High School. Findings showed that learners generally had a high level of scientific understanding, with an overall mean score of 3.9210. They demonstrated strong understanding across biology topics, although slightly lower performance was noted in physiological regulation and genetic engineering, indicating the need for added instructional support. A significant difference was found in scientific understanding based on parental educational attainment (χ² = 20.039, p = .003), while number of siblings and distance from school showed no significant effect. Teachers used varied materials such as PowerPoint presentations, activity sheets, laboratory experiments, modules, and visual aids, which helped improve concept clarity, critical thinking, retention, and learner autonomy.
Keywords: Learners, Scientific Understanding, Structured Learning Strategies
INTRODUCTION
Scientific understanding is a crucial educational goal that enables learners to comprehend natural phenomena, apply scientific concepts to real-world problems, and make informed decisions. In contemporary science education, understanding is not limited to factual recall but involves meaningful integration of concepts, higher-order thinking, and the ability to explain and predict outcomes using evidence. Recent science education frameworks emphasize scientific understanding as a core learning outcome necessary for scientific literacy and lifelong learning (OECD, 2020; National Academies of Sciences, Engineering, and Medicine [NASEM], 2022).
Despite its importance, many learners continue to struggle with developing a deep scientific understanding. Teacher-centered instructional practices that prioritize memorization and procedural recall often fail to engage learners cognitively or address misconceptions that impede conceptual change. Recent studies highlight that traditional instruction may result in fragmented knowledge structures and limited transfer of learning (OECD, 2023). These challenges have led educators and researchers to explore alternative instructional models that promote meaningful learning, conceptual coherence, and active engagement.
Structured learning strategies refer to instructional approaches that deliberately organize learning experiences into coherent, sequenced, and cognitively supported phases. These strategies include structured inquiry, scaffolded problem solving, guided explanations, use of visual organizers, worked examples, and formative feedback mechanisms that help learners connect new information with prior knowledge. Contemporary learning science research emphasizes that structured instructional design supports conceptual understanding by managing cognitive load, fostering schema construction, and promoting metacognitive regulation (Kirschner & Hendrick, 2020; NASEM, 2022). When learning experiences are intentionally structured, learners are better equipped to process complex scientific ideas and construct meaningful conceptual frameworks.
International comparative studies further support the effectiveness of structured learning strategies in science education. Analyses of Programme for International Student Assessment (PISA) data reveal that teacher-directed structured inquiry practices—such as explicit explanation of scientific concepts, connections to real-life contexts, and opportunities for student reflection—are positively associated with higher levels of scientific literacy and achievement (Singer et al., 2022; OECD, 2023). These findings suggest that structured instructional guidance plays a crucial role in enabling learners to apply scientific knowledge meaningfully and coherently.
This study, therefore, sought to investigate the scientific understanding of the Grade 12 STEM learners in General Biology 2 through structured learning strategies. By exploring the effects of structured cognitive support, this research aimed to contribute evidence that could inform classroom practice, teacher professional development, and curriculum design.
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