Design and development of instructional materials to enrich K to 12 STEM Biology II curriculum guide: a case of the province of Iloilo, Philippines

Abstract

This study assessed the instructional needs of biology teachers in Iloilo during the K-12 Senior High School program’s implementation, emphasizing the need for instructional materials (IMs) to address challenging competencies in a contextualized, localized, and indigenized framework. Using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the study focused on genetics, systematics, and evolution. Seminar-workshops and interviews guided the development of IMs with inputs from Senior High School biology teachers and students in Iloilo Province. IMs underwent validation by biology and education experts before and after pilot implementation, utilizing quantitative (mean and standard deviation) and qualitative (thematic coding) methods. Results indicated high contextualization acceptability for lesson plans on DNA, genetic engineering, and evolution, while moderate acceptability was noted for organism diversity. Student evaluations showed 76–100% contextualization of lessons, particularly in DNA topics, enhancing relevance and engagement. Findings supported the effectiveness of the proposed IM formula (4A + CG+TG+contextualization) in improving lesson preparation and delivery for Biology II. The study underscores the importance of innovative IMs beyond the Department of Education (DepEd) resources to foster localized and contextualized learning. Further research on STEM curriculum innovations is recommended to support effective science teaching strategies.

Keywords

• Senior high school Biology II
• science, technology, engineering, and mathematics (STEM)
• contextualization (indigenization or localization)
• instructional materials
• ADDIE Instructional Material
• 4A (Activity, Analysis, Abstraction, Application) Lesson Plan