International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 7 Issue 2, March-April 2023 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Using Transdisciplinary Approach in Biology Instruction

Darlene L. Cabigas
Special Science Teacher, Department of Education/Cantumog National High School, Cebu, Philippines

ABSTRACT How to cite this paper: Darlene L.

This study aimed to determine the effectiveness of integrating Cabigas "Using Transdisciplinary
Transdisciplinary Approach in Biology instruction. The study was Approach in Biology Instruction"
conducted in a public high school in Carmen, Cebu and employed a Published in
quasi-experimental method, particularly the pretest-posttest design. International Journal
of Trend in
Respondents were grouped into control and experimental group. Both
Scientific Research
groups were given a pretest and posttest. The experimental group was and Development
exposed to the integration of Transdisciplinary Approach, while the (ijtsrd), ISSN: 2456-
control group underwent the conventional way of teaching. The 6470, Volume-7 | IJTSRD53835
experimental group completed an attitude survey to assess their Issue-2, April 2023,
attitude toward the intervention. Both the experimental group and pp.386-411, URL:
control group performed Below Average on the pretest. In the www.ijtsrd.com/papers/ijtsrd53835.pdf
posttest, the performance of the control group was still Below
Average. However, the experimental group showed an Average Copyright © 2023 by author (s) and
performance in their posttest. The control group showed no International Journal of Trend in
significant improvement while the experimental group showed Scientific Research and Development
Journal. This is an
significant improvement in Biology from pretest to posttest. The
Open Access article
experimental group manifested Positive attitude towards the use of distributed under the
transdisciplinary approach in their biology class. Based on the terms of the Creative Commons
findings of this study, the integration of Transdisciplinary Approach Attribution License (CC BY 4.0)
was proven to be more effective than the traditional teaching (http://creativecommons.org/licenses/by/4.0)
approach in enhancing and improving the biology performance of the
students. The researcher recommends that: curriculum experts KEYWORDS: transdisciplinary
promote and support the integration of transdisciplinary approach in approach, conventional teaching,
every subject area; educational institutions provide trainings on its biology instruction
implementation and develop manuals to properly orient the teachers;
teachers focus more on pragmatic teaching rather than conventional
classes and future researchers carry out similar studies with a broader
scope.

1. INTRODUCTION
THE PROBLEM AND ITS SCOPE
Rationale
The Department of Education is committed to achievement by figuring out how to give them a
holistically equip learners with 4th industrial holistic view of reality.
revolution skills through an integrative education
Among the other disciplines, Biology is the branch of
system that is responsive to the needs of individuals
knowledge that most likely pervades every facet of
and society (Baska & Little, 2017). Republic Act No.
our daily living (Braund & Reiss, 2015). However,
10533, one of the DepEd’s major reforms,
Biology is considered a difficult subject by most
emphasizes students' participation in a dynamic social
students because of the concepts that are too abstract
process that adapts to and reflects changing social and
and the nature of Biology that forces them to
cultural paradigms (Official Gazette, 2014). This
memorize biological facts to learn them (Tekkaya et
means that students must be able to make connections
al., 2018). Human Organ Systems are some of the
between ideas and experiences in order to apply
Biology topics that students perceived as difficult to
knowledge and abilities to complex problems. With
understand because they find the human body
this, teachers must be creative and innovative
processes too complicated to understand and can only
educators whose main goal is to improve students'
be learned through memorization (Tekkaya et al.,

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2018). As a public-school teacher, the researcher has 1. What is the pretest and posttest performance of
also experienced first-hand that some students the Grade 11 students in the:
consider Biology as a subject matter that only 1.1. control group (exposed to conventional
requires memorization skills and that terms are too teaching approach) and;
foreign for them to understand. 1.2. experimental group (exposed to the integration
of transdisciplinary approach)?
According to Cimer (2016), one possible reason why
Biology is difficult for most students is the way 2. Is there a significant mean improvement in the
Biology is taught. Students may regard Biology as a academic performance from the pretest to posttest
science that only needs the memory of factual of the Grade 11 students in the:
knowledge if teachers are excessively knowledge- 2.1. control group, and;
based and if learning is only limited within the four 2.2. experimental group?
corners of the classroom. As a result, students lose 3. Is there a significant difference in the mean
interest in Biology and develop negative views improvement in the academic performance
towards the subject. For this reason, the researcher between the control group and the experimental
opted to think of a teaching approach that may be group?
suited for Biology instruction that may help students
apply what they had learned in class to their daily 4. What is the level of attitude of the experimental
lives and may guide the teachers on how to break the group toward the integration of transdisciplinary
barrier between classroom setting and real-life approach in teaching Biology?
situations. 5. What intervention may be proposed to enhance
UNESCO (2018) proposed integrating the performance of the students in Biology?
transdisciplinarity as one of the key methods for Statement of the Hypotheses
finding solutions to 21st-century challenges. The These were the null hypotheses that were used to
transdisciplinary approach focuses on project-based answer the problems of the study:
programs where students go above and beyond the
bare minimum to answer open-ended questions, have Ho1: There is no significant difference between the
lower absenteeism, retain what they have learned, hypothetical mean and actual mean of the pre-test and
apply learning to real-life problems, and have fewer posttest performance of the Grade 11 students in the:
discipline problems (Geres-Smith, 2020). According 1.1. control group, and;
to Ghasr (2020), this method focuses on interactions 1.2. experimental group.
among, across, and beyond disciplines with the Ho2: There is no significant mean improvement in
purpose of better comprehending the contemporary the academic performance from the pre-test to the
environment and addressing complex societal issues. post-test of the students in the:
With this concern, the researcher believes that 2.1. control group, and;
transdisciplinary approach should be employed as an 2.2. experimental group.
intervention to help learners develop specific learning Ho3: There is no significant difference in the mean
capacities while simultaneously learning in a real- improvement in the academic performance between
world situation. The literatures also show that there the control group and the experimental group.
are few educational studies on the integration of
transdisciplinary approach in the field of Biology, Theoretical Background
which prompted the researcher to conduct this Related Theories
research. With this presumption, the researcher The theories that anchored the integration of
intends to evaluate the effectiveness of integrating the Transdisciplinary Approach were the Progressive
transdisciplinary approach into Biology instruction. Education Philosophy by John Dewey and Susan
Drake's Hierarchy of Curriculum Integration. On the
The Problem other hand, the theories and philosophies that
Statement of the Problem anchored the Conventional Teaching Approach were
This study aimed to determine the effectiveness of Essentialism Philosophy by William Bagley, Direct
integrating Transdisciplinary Approach in Biology Instruction Theory by Siegfried Engelmann and Doug
instruction among Grade 11-Humanities and Social Carnine and Cognitive Psychology by Ulric Neisser.
Sciences students.
Progressive Education Philosophy. A change in
Specifically, this study sought to answer the perspective about the nature of the kid, classroom
following questions: processes, and the school's aims had increasingly
dominated educational discourse by the turn of the

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century. A term informally referred to as "Progressive 1956). Dewey's curriculum comprised of three
Education," described to have more child-centered elements in the past: intellect, knowledge, and
components, became part of a more significant recreation (Dewey, 1956). Combining these three
dramatic rebellion opposing school formality and a characteristics, in theory, permits education to
challenge to tradition (Reese, 2017). Though advance and transcend formal means, understanding
progressive education is generally a new concept, it that education tries to influence life, social
actually has a long history. John Dewey was an improvement, and personal growth.
American philosopher, pragmatist, and educator
There is a need for current traditional education
whose critical writings helped launch the progressive
structures to be reconstructed employing aspects from
education movement.
Dewey's study when we contextualize Dewey's
Figure 1 The Framework of John Dewey’s pedagogical philosophy to modern education. The
Progressive Education Philosophy (Dewey, 1956) most crucial aspect is removing the assumption that
the educational experience is limited to the classroom
setting and recognizing the need to integrate
education into daily life. Students would be able to
regularly let their experiences shape their education
and social consciousness because of this. Dewey's
Philosophy of Progressive Education is related to the
integration of transdisciplinary approach since the
goal of this approach is to connect learnings to the
students’ individual real-life experiences and make
these experiences as the foundation for academic
improvement and self-development.
According to Dewey's Philosophy of Progressive
Hierarchy of Curriculum Integration. The second
Education, pedagogical approaches used by schools
theory that anchored the integration of
cannot be abstracted or separated from life. Instead,
Transdisciplinary Approach is the Hierarchy of
the school serves as a community that prepares
Curriculum Integration by Susan Drake. Curriculum
students for a bigger society. Dewey views art in the
integration is defined by Drake (2007) as establishing
context of cultural development to be an aesthetic
connections between real-life situations and academic
experience, suggesting that by elevating our quality of
content areas. It is a creative method of teaching
life, this experience might help us achieve
children to comprehend ideas and concepts that are
significance and self-realization (Dewey, 1956). As
related to various learning areas. Through the
shown in Figure 1, Dewey (1956) believes that the
discussion and selection of themes, queries, and areas
individual's interactions with their environment
of interest, child-centered integration encourages
determine the values that underpin such interactions
students to engage in decision-making (Drake and
and develop their pragmatic intelligence. As a result,
Burns (2004). Drake and Reid (2018) stated that
education is created through actual experiences.
students can no longer merely memorize a series of
According to Lee & Oh (2019), the concept of facts just to pass an exam. They must be lifelong
pragmatism is a significant component of this learners capable of managing and interpreting large
philosophy. Dewey contends that education must be amounts of data as well as problem-solving complex
democratic and pragmatic. He considers that all issues of the day. Students need the ability to navigate
participants are equivalent and share the goal of life in an ever-changing and increasingly complex
instilling social consciousness in students (Dewey, environment.
Figure 2 A representation of Hierarchy of Curriculum Integration (Drake, 2007. p.27)

According to Drake (2007), curriculum intelligence Figure 2, the hierarchy of curriculum integration
makes education relevant to learn. As represented in begins with traditional and progresses to

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transdisciplinary. According to Drake (2007), development of core skills (Lynch, 2016). According
students are better prepared to be lifelong learners and to this theory, the mind should be trained. Essentialist
global citizens through an integrated curriculum. educators place a premium on transmitting a series of
increasingly tricky concepts and learner advancement
In his paper, Drake (2007) distinguished each step.
to the next grade or level (Edupedia, 2018). Subjects
Students are taught in each discipline separately at the
are grouped chronologically to provide a full grasp of
traditional level. The Fusion level uses a topic to
today's reality, focusing on the material world's and
connect numerous fields. For example, social
culture's historical context (Lynch, 2016). William C.
responsibility, environmental issues, and social
Bagley was one of the proponents of essentialism.
action, for example, are all incorporated into the
Bagley believed that education should be used to
subject of Science (Drake, 2007). The third level is
protect society rather than transform it (Lynch, 2016).
where sub-disciplines are combined into a single
Bagley recommended schools and educators develop
subject area. After the third level comes the three (3)
what is now known as the core curriculum and stick
curriculum integration approaches. Multidisciplinary
to it. This theory reinforces the conventional teaching
is the approach where disciplines are linked by a
approach since both emphasize teacher authority and
common theme, which is studied in multiple
places a greater attention on rigid discussion.
classrooms simultaneously. Next to multidisciplinary
is interdisciplinary. Drake (2007) explained that in the Direct Instruction Model. The next teaching method
5th level, subject areas are linked by overarching that supported the Conventional Teaching Approach
questions, cross-disciplinary standards, or a shared is the Direct Instruction by Engelmann and Carnine
conceptual focus. The last level represents (1982). The use of concise, explicit teaching
transdisciplinary integration. This approach varies strategies, typically to teach a particular skill, is
from others in sense that it begins with the real-world known as direct instruction. It's a teacher-directed
setting rather than the disciplines. The disciplines are approach, which means the teacher needs to stand in
woven throughout the learning and teaching process, front of the class and to present the material (Howard,
but they are not the center of attention (Ozer, 2010). 2021). This teaching method states that the most
Drake’s Hierarchy of Curriculum Integration (2007) effective way of teaching is through clear, specific,
anchored the integration of transdisciplinary approach guided instructions (Engelmann and Carnine, 1982).
since this approach believes that learning cannot be This method of instruction stands in contrast to other
genuinely authentic unless it is based on experiences teaching methods, which could be more passive. It's a
outside the classroom. popular teaching method that relies on rigid lesson
plans and lectures with no room for variation
The two theories served as the foundations in the
(Teachnology, Inc, n.d.). Recitation, workshops,
integration of transdisciplinary approach. The
seminars, case studies, and internships are not
Philosophy of Progressive Education supports the
emphasized in the Direct Instruction (Engelmann and
integration of transdisciplinary approach since during
Carnine, 1982). Direct instruction supports the notion
the implementation of the intervention, there are
of conventional way of teaching since both highlight
activities in which the students were given the chance
passive discussion and even the conduct of activities
to interact with their environment. Field trips,
were advised to be minimized.
experiments, and explorations are just a few of the
activities that are designed to help students build their Figure 3 Diagram of the Direct Instruction
character while also developing their pragmatic Concept (Main, 2019)
intelligence (Drake & Burns, 2004). Meanwhile, the
Hierarchy of Curriculum Integration also scaffolds
the integration of the transdisciplinary approach
because it involves activities like discussing societal
issues, reading news and histories. With these
activities, students are establishing connections
between real-life situations and academic contents.
Transdisciplinary approach is focused on student-
centered activities in which they are also engaged in
dealing with their own experiences. These are the
same ideas that the two theories wanted to emphasize.
Essentialism. The first theory that anchored the
Conventional Teaching Approach is the philosophy of
Essentialism. This philosophy stresses the

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Main (2019) introduced the four main features of the mastered the content. To make this happen, the
direct instruction concept (see Figure 3), which teacher adapts the independent practice method, in
ensure that students learn better and quicker than any which each student works at their own pace
other teaching method available. The first feature is throughout the discussion. Lastly, the Cognitive
that students are assessed at the beginning of each Psychology acknowledges the student’s capability of
program to see which topics in education they have absorbing information given by the teacher during the
mastered and which areas they need to improve on. lecture discussion. It anchored the use of conventional
Then, students with common learning stages are teaching approach since this approach recommends
clustered together rather than those in the same grade the use of lecture and textbooks for the learning
level. The second feature is that the programs are process. Although there are numerous creative
designed to ensure that students master the content. approaches to facilitate class discussion, the
They are organized in such a way that the skills are traditional teaching approach will always be
introduced gradually (Main 2019). This signifies the employed in classrooms and can be fully utilized by
increase of the likelihood of student achievement, as the teacher when necessary.
the children learn and apply the skills before moving
Related Literature
on to the next set. The next and the third feature is K-12 Curriculum Integration. With the full
that teaching is adapted to each student's learning implementation of R.A 10533, which is also known
pace. A unique feature of DI is that students are as "Enhanced Basic Education Act of 2013", the
taught at their own pace. The last feature according to Philippine education system is envisioned and
Main (2019) is that prior to publication, programs are expected to develop responsible and productive
re-evaluated and revised. This implies that the individuals equipped with essential skills,
program being offered to students has already been competencies, and values for both life-long learning
proven to be effective. (Official Gazette, 2014). The main goal of identifying
Cognitive Psychology. The last theory that anchored and amending laws governing the country's education
the Conventional Teaching Approach is Cognitive sector is to make the Philippines more globally
Psychology by Ulric Neisser. In the year 1967, competitive and equip the learners to survive in a
cognitive psychology was born, and it played a role in fast-tracking social world (Tobias et al., 2018). Its
the shift away from behaviorism. According to goal is to allow students to expand their current
UNESCO-IBE (1995), individuals are no longer seen knowledge while expressing themselves through their
as collections of responses to external stimulations, as abilities, interests, learning styles, and potential. It
behaviorists understand them, but rather as emphasizes students' participation in a dynamic social
information processors. Learning is defined as the process that adapts to and reflects changing social and
acquisition of knowledge in cognitive psychology cultural paradigms.
(Neisser 1967). The learner is an information Since the Kto12 curriculum was born, the Department
processor who absorbs data, performs cognitive of Education has been conducting a series of
operations on it, and stores it in memory. As a result, capability-building activities intended to assist
lecturing and reading textbooks are its preferred teachers in addressing and improving issues related to
methods of instruction and the learner is just a passive the K–12 curriculum framework, competencies,
receiver of knowledge. teaching plans, and assessment, thus helping them in
For a long time, the educational system has employed realizing the importance of understanding the nature
the traditional teaching approach. The use of of 21st-century learners to respond appropriately to
conventional approach as a teaching method is their different needs (Altun, 2014). According to the
scaffolded by the following theories and philosophies: Division of Cebu Province website (n.d)
Essentialism, Direct Instruction, and Cognitive (http://www.cebuprovince.deped.gov.ph/), the trained
Psychology. The three teaching methods emphasized K–12 teachers are supposed to be creative,
teacher’s authority inside the classroom and mastery imaginative educators whose primary aim is to
of the content. Essentialism places greater attention improve students' achievement. This is why DepEd is
on the mastery of essential ideas and skills. In order looking for ways to construct a rigorous, relevant, and
to do this using the conventional teaching approach, engaging curriculum that adheres to the Gender and
the teacher is the source of knowledge and subject Development (GAD) Principles. Although efforts
matter is the center of the curriculum. Direct have been made to improve student achievement, the
Instruction is crucial to the traditional teaching difficulty of delivering quality education to learners
approach, which aims to guarantee that learners have in the country remains (Pressreader, 2016).

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Academic Performance of K-12 Students. Aside from the problematic concepts found in
Philippine politicians looking into the implementation Biology textbooks, students also added that this
of the K–12 curriculum has recommended that the subject demands memorization skills to learn some
primary education system be improved, and that biological information (Zeidan, 2014). This means
school training be better aligned with industrial needs that students used memorization as a learning
(Business World, 2019). The author of the news approach. This claim was supported by Turkish
report, Aguinaldo (2019), stated that one of the researchers Cimer (2016) and Ozcan (2014), stating
Senators announced after the panel assessed the that memorization is a typical biology-learning
execution of the Enhanced Basic Education Law, approach among secondary students. One possible
which has been in effect for six years. Mr. Gatchalian reason for this decision is the way Biology is taught.
cited data from the Department of Education (DepEd) Students may believe biology to be a discipline that
that showed a decrease in the overall NAT average of only needs the memory of factual knowledge if books
the students since 2013-2014 (Business World, 2019) and classroom activities do not appear to be relevant
and in the subject Biology for the year 2016-2017 to students' daily lives and do not contain practical
(BEA-EAD, 2019). Gatchalian (2019) claimed that work or experiments (Cimer, 2016).
they would go over the K-12 Curriculum and examine Apart from the reason that Biology demands heavy
if the practical ability taught in the said curriculum memorization skills, another factor that affects
are the skills that the industry requires. That means students' understanding of biology concepts was how
there might have a misalignment between what the it was imparted. Biology lessons are mainly delivered
real-world needs and what is taught in the existing K- through professors' lectures and classified as teacher-
12 curriculum. centered lessons (Tekkaya et al., 2018). It was known
The Manila Times (2020) published an article about that Biology classes must only employ practical work
the deterioration of the quality of education in the and student-centered activities in biology classes
Philippines. Filipino students were at the bottom of (Braund & Reiss, 2015). The lack of a connection
the pack in math and science proficiency in the 2019 between what was taught in biology class and the
TIMMS (Manila Times, 2020). The article also stated participants' daily lives was another sub-factor
that the Philippines got scores of 297 for Mathematics connected to how biology is taught. The respondents
and 249 for the subject Science, correspondingly, the of Tekkaya et al. (2018) claimed that the biology
lowest marks among students from the 58 countries classes or teachers could not assist them in making
who took part in the research. This signifies the need connections between what they learned in class and
for solid educational planning among the educational their daily lives. This showed that lecturers in biology
administrators and specialists to develop an classes only talk and impart theoretical or abstract
intermediary to improve the quality of education the knowledge, with no applications from everyday life.
country already is facing (Alcuizer, 2016). A local study in the Philippines had the same findings
where students couldn't grasp why they were learning
Biology as a Difficult Subject. Various scholars
such biology topics or concepts as they couldn't
throughout the world have investigated students'
connect them to their everyday life (Bug-os et al.,
difficulties in learning biology. According to the
2021). Specific adaptations such as an integrated
analysis of data conducted by Cimer (2016), there are
curriculum may be required for such reasons
five primary reasons: the topic's nature, teacher's
style, and teaching strategies, students' learning styles Conventional Teaching Approaches. By far the
and study habits, and lack of resources. Cimer (2016) most popular teaching method is the Conventional
also added that the primary reasons behind this were Teaching Approach (Teachnology, Inc, n.d). Recent
that biology has many concepts and many biological studies have cast doubt on its effectiveness, but it has
processes and phenomena that are not visible to the been empirically proven to raise a school's average
human eye. Some notions are too conceptual, and test scores consistently (Carnine et al., 2004). As a
there are many foreign words. Furthermore, Biology result, the teaching method has been a success and is
covers many concepts and problems that students widely used in classrooms. According to Eigelmann
must understand. A lot of international research has and Becker (1960), when used correctly, can help
produced similar conclusions. Tekkaya et al. (2018) students improve their academic performance and
and Durmaz (2017) found out that the biology other affective behaviors. Because of its advantages,
curriculum and textbooks in Turkish secondary many teachers continue to employ the conventional
schools also featured profound knowledge and teaching method. According to Education Summary
covered themes or concepts that were difficult to (2022), this form of teaching method includes
acquire and use in their daily lives. expectations for students to adhere to a set of rules

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and regulations that help develop discipline in them. Figure 4 Multidisciplinary Integration (Drake
Salim (2019) further mentioned that it is a structured and Burns, 2004)
form of education where students must show up to
class at a specific time and location, developing
discipline in the learners. Students will learn how to
act in society, how to communicate with others
appropriately, and other important life lessons (Salim,
2019).
However, in the current times, because learners are
also evolving, some teachers regard the use of
scripted lessons with explicit Conventional Teaching
Approach as a poor practice. Because Conventional
Teaching Approach is usually associated with lecture-
style method in classrooms, it produced passive
learners obediently sitting on chairs and taking notes According to Drake and Burns (2004), there are many
(Kelly, 2019). It appears to teachers and education ways to create multidisciplinary curriculum, and they
reformers to be outdated, or inadequately meeting tend to differ in the level of intensity of the
student learning needs (Main, 2009). With this integration effort. The first one is the intradisciplinary
situation, there is a need to innovate and incorporate strategy in which teachers can integrate subdisciplines
teaching methods that make students feel like they are within a subject area. For example, is integrating
a part of the class because students are also growing reading, writing, and oral communication in language
in terms of their learning capacities. arts (Drake & Burns, 2004). Another example is
Contemporary Integration Approaches. UNESCO integrating history, geography, economics, and
has been active in activities beyond the mono- government in an interdisciplinary social studies
disciplinary perspective as a multi-sectoral program. Integrated science integrates the
organization. "Multidisciplinary," "interdisciplinary," perspectives of subdisciplines such as biology,
and now "transdisciplinary" have all been used to chemistry, physics, and earth/space science. Through
describe these modalities (UNESCO, 2018). this integration, teachers expect students to
According to the journal published by Bimpitsos understand the connections between the different
(2012), boundaries, analogies, and distinctions subdisciplines. Another multidisciplinary perspective
between these contemporary integration approaches is through fusion strategy where teachers can fuse
have scarcely been explained. Kim (2018), skills, knowledge, or even attitudes into regular
UNESCO's Director for the Division of Philosophy school curriculum (Bimbitsos, 2012). Fusion can
and Ethics, tries to explain a distinction that isn't involve basic skills emphasizing positive work habits
always obvious regarding the differences between in each subject area (Bimbitsos, 2012). An example is
"multi-," "inter-," and "trans-disciplinary" approaches when educators fuse technology across the curriculum
to academic concepts and problem-solving. with computer skills integrated into every subject
area.
"Integration" is the cardinal term for increasing
comprehension in an academic world characterized Interdisciplinarity, built on bringing together different
by many separate disciplines. Multidisciplinary points of view, has its roots in fragmented disciplines.
integration approaches focus primarily on the As a result, it falls short of the coherence it seeks
disciplines (Drake & Burns, 2004). Teachers who use (Puig & Froelich, 2021). Drake and Burns (2004)
this approach organize standards from the disciplines argued that interdisciplinary approach to integration
around a theme. Figure 4 shows the relationship of provides the teachers with opportunities to organize
different subjects to each other and to a common the lesson around common learnings across
theme. disciplines; however, the integration is limited to the
disciplines where common learnings are embedded in
the disciplines to emphasize interdisciplinary skills
and concepts, such as literacy, thinking skills,
numeracy, research skills, among others. The
disciplines are identifiable, but they assume less
importance than in the multidisciplinary approach.
Figure 5 illustrates the interdisciplinary approach.

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Figure 5 Interdisciplinary Integration (Drake Interactions between the contemporary integrated
and Burns, 2004) approaches help connect and integrate different parts
of information and each learner's ability to adapt and
apply what they know to a real changing context
(Augustine, 2018).
Transdisciplinary Approach. Transdisciplinarity is
concerned with interactions between, across, and
beyond disciplines. Its goal is to comprehend the
contemporary world. One of its tenets is knowledge
unification, with the sole purpose of "fixing the
problem by combining and integrating scientific
disciplines and blending them" (Nicolescu, 2011;
Hoffman et al., 2017). McGregor (2019) added that
transdisciplinarity is a prevailing system of
conventional terms and principles that, like
anthropology, which is interpreted as "human
science," seeks to provide a broader view to
The third contemporary approach to integration is the disciplines and to solve problems that require a larger
Transdisciplinary approach. Teachers organize perspective than that of other disciplines by
curriculum around student questions and concerns combining them. As a result, it aims to discover the
(Drake and Burns, 2004). Students develop like skills truth by combining scientific, philosophical, and
as they apply interdisciplinary and disciplinary skills epistemological viewpoints. It's a novel technique for
in a real-life context (Scott, 2015). Drake and Burns generating and integrating complex situations. There
(2004) emphasized that transdisciplinary approach to are suggested strategies on the application
integration is focused on project-based learning transdisciplinary approach to classroom discussion.
wherein students tackle a local problem. In this Examples are incorporating news to the lesson,
approach, the teacher also finds out what the students reading real-life situations and histories, inviting
already know and helps them generate questions to guest speakers, using realias as instructional
explore. Scott (2015) also added that in this approach, materials, having a field trip, simulating real-life
the teacher provides resources for students and experiences and giving students real and tangible life
opportunities to work in the field. Another problems to solve (McGregor, 2019; Drake & Burns.
perspective of transdisciplinary approach is to give 2004; Nicolescu, 2011; Hoffman et al., 2017).
students the opportunity to share their work with Polk (2015) defines the transdisciplinary approach as
others in a culminating activity. Students display the one that recognizes mutual learning among a range of
results of their exploration and review and evaluate participants through deliberate reflexive processes –
the project (OECD, 2019). Figure 6 displays the "ongoing evaluation of the choices made when
transdisciplinary integration. attempting to determine and integrate diverse
Figure 6 Transdisciplinary Integration (Drake preferences, values, competence, values, and
and Burns, 2004) knowledge". This is why transdisciplinary inquiry
draws people from many academic disciplines,
professions, and community stakeholders. It takes
place in a specific location over time; it incorporates
methods; it promotes the development of mutual
understanding; it is highly engaging and
collaborative; it recognizes differing views, and it
tries to address societal problems while contributing
to academic performance. (Toomey et al., 2015; Fam
et al., 2018; Klein, 2018).
Isanmann et al. (2016) viewed transdisciplinarity as a
notion of addressing challenges from an academic
standpoint. This means it isn't a characteristic of a
problem in and of itself but rather a method for
dealing with contemporary issues or pertinent
problems per academic norms. For these ideas, a

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difficult undertaking regarding educational issues, and pick up factual knowledge of the relevant subject.
especially in the 21st century, necessitates As a result, they score better on tests. There are
collaborative administration and educational planning reports of better performance in concern to diagnostic
(John et al., 2015). Nicolescu (2011) recommended skills, basic mechanism of disease process and that
that Transdisciplinarity should be taught in each reflected in post-course examinations (Eisentaedt et
discipline. This viewpoint was also supported by al., 1990; Allison et al., 2002; Coulson, 1983).
Jurgena & Cedere (2018). They stated that applying a Studies also declared that there are demerits in using
transdisciplinary approach to solve pressing issues in this approach. Some conventional teachers don't
education and its long-term development can provide provide a conducive learning environment due to
new avenues for understanding and explaining the their prejudice in favor of the selection and change of
complicated issue of learners' cognitive interest information retrieved through books. Additionally,
development. some students may not speak during the lesson,
By overcoming the limitations of disciplinary unable to comprehend a word the teacher has said in
segmentation of knowledge, Rostoka et al. (2021) class because teachers and students are not equally
believed that the transdisciplinary method is a general involved in this system (Al Ameen, 2010). According
and valuable means of understanding the content of to the findings of Abdul (2019), some students have
the information system. According to Jantch (2014), complained that some teachers don't appreciate
understanding reasons and values, assessing risks questions that relate to the subjects they are teaching.
from joint activities of multiple cognitive processes, Some students may not use additional resources in
and determining their relevance to modern culture conventional institutions since some teachers dictate
and civilization are all required to adopt a notes, which frequently overloads learners with
transdisciplinary approach. Jantch (2014) also added information. Critical issues are not being given
that a transdisciplinary approach aims to achieve a importance or attention, evaluation, clinical
synergistic effect in the system of cognition of the reasoning, independent study, or problem-solving, as
world around us. well abilities in systems thinking (Abdul, 2019). As a
Related Studies result, when presented a problem, students in
Conventional Teaching Approach in the Field of traditional schools exploited basic science inferences
Education. Traditional education is a basic kind of irresponsibly (Finch, 1999; Shahabudin, 1997).
education that many educators continue to choose. In Moreover, one of the most undervalued skills is
a typical classroom, learners congregate at a set time cooperation. It uses a non-interactive lecture model
and location beneath a roof. Traditional education for instruction. Students frequently remark "non-
uses a teacher-driven teaching method where the relevant, passive, and uninteresting" terms of their
instructor's knowledge determines the learner's level prior medical training (Finch, 1999; Shahabudin,
of understanding. Because this is one of the most 1997). As a result, learners experience stress and
popular teaching approaches, several studies focused worry, which is a warning environment for health.
on this approach were also conducted. In the study Integrated Curriculum. Curriculum integration is a
conducted by Abah (2020) which is focused on student-centered pedagogical approach that focuses
enhancing conventional teaching, this approach on real-life challenges drawn from various topic
entails improving the way that instruction is delivered areas. Students are fully involved in planning as they
by taking into account all viable options and methods undertake and evaluate their learning (Etim, 2015).
well suited for circumstances and provide the highest An integrated curriculum is not a novel educational
chance of achieving predetermined goals. A technique. According to Progressives such as Jean-
traditional teacher is one who can effortlessly switch Jacques Rousseau and John Dewey, learning in
between tactics in accordance with the needs of the school should be interconnected to the actual world.
students and the overall instructional environment And school activities should respond to the student’s
(Abah, 2020). Based on the results of their study, interests. (Ozer, 2010).
Strobel and Barneveld (2009) concluded that
traditional teaching methods are more successful for According to the study conducted by Drake (2007),
short-term retention as assessed by standardized learners in integrated curricula achieve much higher
board tests. Traditional education has been used for academic accomplishment. Though there were few
many years and is the least expensive in terms of pieces of research on the relationship between
money, time, and effort. This makes it more stable integrated curriculum and standardized examinations,
(Barros, 1986; Khan, 2001). Eisentaedt et al. (1990) Drake (2007) claimed numerous benefits. Integrated
and Howard et al. (1993) claimed that students curricula can improve learning, promote personal
continuously get advantages from subject specialists growth, boost self-motivation, increase capacity to

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apply concepts, improve student knowledge of contemporary approach may be more helpful in
science concepts, and increase higher thinking skills. assisting instructors in implementing new concepts in
the classroom, increasing sentiments of educator
Other educational studies have concluded that an
connectedness, and generating more inclusive
integrated curriculum fosters intellectual curiosity,
environments, especially in public schools where
enhances attitudes toward school, improves problem-
there is a large population of students per classroom.
solving skills, and leads to improved academic
accomplishment. In the views of Barefield (2015), Krause (2015) research findings suggest that learning
students in alternative programs perform at least as took place not through the use of complicated
well, if not better, on standardized examinations than electronic equipment but rather through face-to-face
students in traditional programs. They believe that by encounters between caring yet varied human
including added features, teaching and learning will individuals and the application of the information in a
become a more interesting and engaging endeavor. real-world setting. This shows that transdisciplinary
More empirical studies such as integrating teaching approach as a method of professional learning could
approaches are likely to be added to the knowledge be a powerful, efficient, and exciting way to equip
base in the era of data-driven decision-making. educators with the transformative learning
experiences they want and need to adapt to changing
Transdisciplinary Approach in the Field of
times and effectively support students' learning
Education. Studies conducted over previous years
quickly. Casey (2009), on the other hand, came to the
had projected significant changes in the educational
opposite conclusion, claiming that transdisciplinary
system. These studies show that the educational
approach leads to integration confusion, and the
landscape is shifting drastically, necessitating a new
preparation of the curriculum is time-consuming. To
paradigm (Flogie & Abreek, 2015). As a result, the
have a better implementation, teachers should be
choice to embrace transdisciplinary approach to
well-trained for this approach (Casey, 2009).
education's long-term growth has emerged as a
feasible answer that can provide a fresh open UNESCO (2018) promoted the integration of the said
perspective for understanding and interpreting the approach. Guimaraes et al. (2019) claimed that
complicated issue for long-term stability. engaging through a transdisciplinary approach has
allowed interaction between university disciplines,
What distinguishes transdisciplinarity from other
connecting information, breaking, and modifying
approaches and ensures its relevance in 21st-century
preconceptions among students. This signifies that we
education is its embrace and focus on the intrinsic
should create the circumstances and environments in
complexity of reality that emerges when examining
which education takes place to bring about this shift
an issue or situation from multiple perspectives and
in perception as teachers. However, the researcher
aspects to uncover hidden connections between
also argues that this can only transpire if educators
disciplines (Madni, 2007, p. 3). Baumber et al. (2019)
construct transdisciplinary learning environments. As
investigated how a transdisciplinary approach might
other studies have found, using this approach
be utilized to understand better and promote student-
promotes authentic experiences by connecting one
teacher collaborations. The teacher and students come
discipline to the real-world setting (Tobias et al.,
from different disciplinary backgrounds and have
2018).
different levels of expertise. It was discovered that
there is a growing body of data demonstrating how The study of Kovesi et al. (2012) demonstrated the
incorporating student viewpoints into the design and importance of using a transdisciplinary approach to
delivery of educational programs may improve higher create cutting-edge instructional materials for the
education experiences and learning in ways that training of modern holistic engineers. However,
benefit both students and faculty and the entire Kovesi et al. (2012) highlighted the challenges in
institution. using a transdisciplinary approach when creating
teaching materials. Their research showed that a key
Button (2009) conducted a study among STEM
challenge in their design process was choosing real-
students and observed that students could develop a
world examples for the scenario construction. In a
more expansive disposition for thinking and learning,
similar study conducted by Ertas et al. (2003), the
becoming metacognitive because their assignments
need for new engineers in the industry and the
were actual performance tasks that allowed them to
contribution of business to the creation of
link to real-world circumstances. It was also known
transdisciplinary engineering curricula have been
that Transdisciplinary inquiry is a type of professional
discussed. According to the authors, the
learning that is widely available in the public school
transdisciplinary approach can help educational
system (Geres-Smith, 2020). According to Crinall and
programs overcome many of the challenges brought
Henry's (2018) findings, this form of integrated

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on by the quick pace of technological change in some real-world issues and combining the
today's world. perspectives of several disciplines so that students can
In the field of natural sciences, there are few apply their new knowledge and understanding to real-
literatures about the integration of the world situations.
transdisciplinary approach in a classroom setting. One In most of these studies, the commonly cited
of them is a study conducted by Jurgena and Cedere transdisciplinary method remains descriptive rather
(2018), which found that it is insufficient for students than pragmatic at this time. As a result, the researcher
to acquire knowledge and skills in several disciplines. believes that transdisciplinarity should be introduced
They also need more experience using them and the as a living experience that brings participants together
tools to solve problems in their daily life. In other from various backgrounds to break the barriers
context, there were no distinct disciplines in real life. between disciplines and real- world context to
The ability to perform and solve challenges is based demonstrate explicitly the combination of technical
on integrating knowledge and skills, or their fields that make up this fast-paced educational
integration in a specific life scenario with a particular system.
purpose at a particular time (La Porte, 2015). It
To have a clearer conceptual view of this research, a
implies that the new educational paradigm should be
theoretical-conceptual framework is shown and
elevated to a higher degree. As a result,
described on the following page, which is steered by
transdisciplinarity must be considered in the
the above-mentioned related theories, pieces of
teaching/learning process, which entails investigating
literature, and studies.
Theoretical Conceptual Framework
The theoretical-conceptual framework of the study is presented below.
Figure 7 Schematic Diagram of the Theoretical-Conceptual Framework of the Study

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Figure 7 presents the study's theoretical-conceptual the students could enhance their pragmatic learning,
framework. The educational philosophy of to apply the skills that the industry requires, to
Essentialism of William Bagley, Direct Instruction by understand the real-world situations and they will also
Siegfried Engelmann and Doug Carnine and appreciate how useful learning Biology in our daily
Cognitive Psychology by Ulric Neisser underpins living;
conventional teaching approach. On the other hand, the parents could be made aware of the academic
Progressive Education Philosophy of John Dewey and performance of their children and would be guided on
Susan Drake's Curriculum Integration Hierarchy are the practices that will support and enhance their
the philosophies and theories which serve as the children's ability to comprehend, and interpret
foundation for the study's intervention. knowledge and skills in various settings; and
The study’s chosen subjects were the pre-selected the future researchers could be provided with
sections of Grade 11-HUMSS students from a public further reference to pursue related studies and could
high school in Carmen, Cebu. This group of Senior be given a basis in developing better and more
High School (SHS) students were the chosen subjects comprehensive research regarding integrated
because aside that they are taking Biology subject, curriculum.
Bone and Reid (2010) argued that SHS students
especially the Grade 11 were facing transition issues Scope and Delimitation of the Study
resulting to having poor Science academic The study aimed to test the effectiveness of
performance. The subjects were divided into two integrating Transdisciplinary Approach in Biology
groups, experimental group and control group. The Instruction in comparison with the Conventional
experimental group was exposed to the integration of Teaching Approach. Furthermore, the Biology topics
the transdisciplinary approach, and the control group that were taught were: (1) Digestive System, (2)
was taught only using a conventional teaching Reproductive System, (3) Respiratory System, (4)
approach. Each group answered the pretest and Circulatory System, and (5)
posttest on selected Biology topics, specifically, the Nervous System, wherein these are part of the lessons
Digestive System, Respiratory System, Circulatory by which the students are taking up from their Earth
System, Immune System, and Nervous System. The and Life Science subject. Students belonged to
researcher chose these topics because, in addition to control and experimental group were discussed with
being covered in the Earth and Life Science the same Biology topics.
competencies, the Human Organ System was
considered by students to be one of the most difficult The researcher conducted the study on the first two
biology topics to learn (Tekkaya et al., 2018). The weeks of the First Grading of the School Year 2022-
experimental group took the Survey toward Attitude 2023. The subjects of the study were the Grade 11-
on the Integration of Transdisciplinary Approach. Humanities and Social Sciences Strand students at a
Afterwards, data analysis was done using statistical public high school in the municipality of Carmen,
tools, and instructional intervention to improve Cebu. There were two sections involved in this study;
students' performance in Biology classes was one was the experimental group, and the other
proposed. After the analysis of data, conclusions and represented the control group. The experimental
recommendations were drawn. group was exposed to class activities that were
integrated with the transdisciplinary approach. In
Significance of the Study contrast, the control group was given the conventional
The findings of this study would be beneficial to the class by which no intervention was utilized. A
following: questionnaire on attitude towards the integration of
the school administrators and curriculum experts the Transdisciplinary Approach was administered to
could be provided with new teaching interventions the experimental group.
that could be integrated into the existing curriculum
that fosters students’ intellectual curiosity, enhances Definition of Terms
attitudes toward school, improves problem-solving The following terms were used in the study;
skills, and leads to improved academic Conventional Teaching Approach. In this study, this
accomplishment; approach is also known as traditional way of teaching
where the teacher is the source of all the knowledge
the biology educators and subject teachers could be and characterized by pure lecture and knowledge-
guided on how to improve their teaching strategies based discussion.
and methods and to provide learners with a broader
view to disciplines and to solve problems that require Integrated Curriculum. In the study, this refers to
a more extensive perspective; establishing connections for students, allowing them

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to participate in relevant, meaningful activities that accommodated in this school. Moreover, it brought
are relevant to their everyday lives. education nearer to the people. Before, dedicated
Transdisciplinary Approach. In the study, it refers to students would travel far and pass into undeveloped
the intervention to be tested on the experimental roads to earn a secondary education. Now, because of
group. The Human Organ Systems, specifically the the presence of the school, the distance of quality
Digestive System, Respiratory System, Circulatory education was cut short. Thus, more students can
System, Immune System, and Nervous System, were acquire education with less difficulty. The school is a
discussed during the intervention. complete secondary school manned by a Principal
offering both Junior and Senior High schools. It has
2. RESEARCH METHODOLOGY 24 Junior High School teachers with national items
This section describes the research methodology, and 6 Senior High School teachers with division
which includes the research design, research items. It has a total student population of 1377
environment, research subjects, research instruments, enrolled students for the school year 2021-2022,
research sampling, data collection procedure, wherein 1083 are Junior High School students, and
pedagogical approach, research ethics consideration, 294 are Senior High School students.
data management plan and statistical data treatment.
The school is one of the chosen schools of the Cebu
Research Design Province Division to conduct the expanded limited
The study employed the quasi-experimental method face-to-face classes. Prior to this implementation, the
since the research respondents were pre-selected. This school utilized the printed module modality as part of
study grouped the participants into control and its Learning Continuity Plan because most of the
treatment groups for comparison. Mainly, this study students had issues with their internet connectivity.
employed a pretest-posttest design with respondents Senior high school students were the first to take
receiving the same assessment measures. The advantage of the expanded limited face-to-face
research design is shown in the diagram below. classes.
G1 O1 - O2 Research Subjects
G2 O3 X O4 This study was conducted on Grade 11-HUMSS
where: students enrolled in the school year 2022-2023. This
G1 is the control group that was exposed to group of Senior High School (SHS) students were the
conventional teaching approach, chosen subjects because aside that they are taking
G2 is the experimental group that was exposed to the Biology subject, Bone and Reid (2010) argued that
integration of transdisciplinary approach, SHS students especially the Grade 11 were facing
X is the experimental intervention which is the transition issues resulting to having poor Science
integration of transdisciplinary approach, academic performance. The researcher would like to
O1 is the pretest of the control group, determine the effectivity of the intervention to
O2 is the posttest of the control group, students with transition concerns. Aside from that,
O3 is the pretest of the experimental group, and, Umar et al. (2018) also proclaimed that there has been
O4 is the posttest of the experimental group. a worrying decrease in the percentage of public senior
secondary school students who passed biology as a
Research Environment subject in examinations, as well as a steep increase in
The study was conducted at a public high school in the percentage of failures documented. This situation
the Municipality of Carmen, northern Cebu. This prompted the researcher to choose this set of students.
school is situated near the river and the provincial The students who attended the face-to-face classes
road going to the upper barangays of Carmen. The were the subjects of the study. A total of 36 students
school has a land area of 1 hectare donated by the were selected as the research participants. There were
municipality of Carmen. Its operation started in the 18 students from Grade 11-HUMSS Set A, and
School Year 1996-1997. The land is basically flat. another 18 students were involved from Grade 11-
Most of the people living near the school’s vicinity HUMSS Set B, all of which are taking Earth and Life
are farmers, others are construction workers, Science as one of their core subjects. There was
government employees, and small to medium homogeneity among the respondents because they all
business owners. came from the same track and strand. Moreover, Sets
The school serves the people of the upper barangays A and B used to be in the same section but they were
of Carmen since it is the nearest school located in the divided into two because the maximum number of
vicinity. It is viewed as a great help in the locality students in a classroom in the new normal face-to-
because children of financially hard-up families are face classes was only 20. Students from Grade 11-

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HUMSS Set A were exposed to the integration of the researcher's external hard drive and sent to the
Transdisciplinary Approach on their Earth and Life researcher's institutional email account. The
Science lesson, while the student belonging to Grade processed data were also censored to protect the
11-HUMSS Set B were exposed to the conventional respondents' anonymity. To comply with the Data
class. Privacy Act of 2012, hardcopies of residual
questionnaires, survey forms, and activity sheets were
Research Sampling
shredded after processing and interpreting the data to
The participants of the study were chosen through
ensure data confidentiality.
purposive sampling, specifically homogenous
sampling, which is a type of nonprobability sample. Data Collection Procedure
The researcher selected the sample based on the Before the data gathering, the researcher applied for
researcher’s knowledge about the study and Research Ethics Review and accomplished the
population. Since the study utilized the quasi- Research Ethics procedures for Human
experimental design, this study sought to achieve a Investigations. In addition, the researcher sent a
homogenous sample. request letter to the authors of the Questionnaire on
Scientific Attitude via email, requesting permission to
Research Ethics Consideration
adapt and revise their standardized tool based on the
A letter was addressed to the principal of the chosen
research objectives (see Appendix C). For the data
high school to see if they school would allow the
gathering, the following stages were included in this
conduct of study with their Grade 11-HUMSS
study: research permission, pretest administration,
students to be the research respondents. The
experimentation, posttest administration, and an
identification of the prospective respondents was only
attitude inventory regarding the incorporation of
permitted if approved by the school's principal. The
transdisciplinary approach in Biology instruction.
researcher presented a research proposal to the
school’s review committee to check if the research A permission letter was forwarded to the school's
objectives and designs are ethical and follow the principal to respectfully ask permission to start the
school's code of conduct. When the respondents were conduct of the study to the said school (see Appendix
already chosen, they were informed about the study A). The request letter was approved and signed by the
and asked to sign a consent form if they decide to school's principal and a consent form was given
engage and participate. The study also ensured that directly to the participating students since the
participants received and comprehended all the respondents are already 18 years old and above (see
information they require to make an informed Appendix B). The purpose, duration, procedure, and
decision, including the study's benefits, risks, confidentiality of the data obtained during the
institutional approval, and data collection process. research process were explained thoroughly to the
students. The researcher emphasized to the
Because the study requires voluntary participation,
respondents that participation in the aforementioned
research participants were free to choose whether or
study is entirely voluntary and have no bearing on
not to participate. All participants have the option to
their Earth and Life Science grades. There were no
withdraw from or leave the research process at any
emotional or physical abuse or expenses involved and
time without feeling obligated to do so. Moreover,
risk of violating the government's health protocols,
participants were not required to give a reason for
data privacy, and child protection policy.
leaving the study. The researcher emphasized that
there will be no negative repercussions for their The study was administered in the first two weeks of
refusal to engage. the First Quarter of the school year 2022-2023. It was
done through face-to-face classes. The study was
In the study, confidentiality was displayed. All
consisted of two groups, the experimental group
identifying information provided by respondents,
composed of Grade 11-HUMSS Set A students and
such as names, contact information, physical
the control group consisting of Grade 11-HUMSS Set
characteristics, and scores, were managed with strict
B students. Before the experimentation phase, the
confidentiality and were not made public.
researcher conducted a validated pretest for both the
Data Management Plan experimental and control group. The coverage for the
The collected data will only be kept in public access exam focused on human organ systems, particularly
for a maximum of two years. It may be helpful during (1) Digestive System, (2) Respiratory System, (3)
research revisions, conferences, and publications or as Circulatory System, (4) Immune System, and the (5)
a reference in questions and inquiries related to the Nervous System. Each topic have 10 items, for a total
study. To ensure data security, the researcher created of 50 items given to participating students in the form
an electronic copy of it, which was saved on the of multiple-choice questions.

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Following the administration of the pretest, This group was exposed to activities incorporating
experimentation was carried out. The experimental real-world scenarios but still adhering to the health
group was exposed to the integration of the protocols. Because the students were directly
transdisciplinary approach, whereas the control group involved in the teaching-learning process, this was
was exposed to traditional teaching methods. Each not a teacher-centered class but rather a student-
topic was taught on different days. After the centered class.
experimentation phase, a posttest of 50 multiple- To ensure effective delivery of Transdisciplinary
choice questions with the same coverage and
Approach as an intervention, the constructivist’s 5 E's
competency as the pretest was administered to both was used as an instructional design, which focuses on
groups. After the administration of the posttest, the
the learners’ capability to build or construct new ideas
experimental group answered a survey to determine
on top of their old ideas (see Appendix F, Part II).
their attitude towards the integration of the
The 5 E's can be applied with students of all ages,
transdisciplinary approach during their Earth and Life
including adults. Each of the 5 E's describes a phase
Science class. The collected data was analyzed.
of learning, and each phase begins with the letter "E":
Pedagogical Approach Engage, Explore, Explain, Elaborate, and Evaluate.
This study utilized two forms of pedagogies to teach The 5 E's allows students and teachers to experience
the Human Organ Systems to the Grade 11-HUMSS common activities, to use and build on prior
students. The first pedagogy was an integration knowledge and experience, to construct meaning, and
method, and the other was a traditional teaching to continually assess their understanding of a concept.
method. The organ systems were taught in the
Engage. This phase of the 5 E's starts the process. An
experiment group through incorporating the "engage" activity should make connections between
intervention, while the organ systems were introduced
past and present learning experiences; anticipate
to the control group through a conventional way of
activities and focus students' thinking on the learning
teaching.
outcomes of current activities; and students should
Control Group become mentally engaged in the concept, process, or
The control group took a validated 50-item multiple- skill to be learned. This phase allows the teachers to
choice pretest before the experimentation to diagnose provide situations or open-ended thinking activities
their prior learnings on human organ systems. The that will arouse the learner’s interest and
control group was exposed to a conventional class. differentiated activities that will lead them to engage
The topics were taught using a simple PowerPoint in the teaching-learning process explicitly and
presentation with no interventions involved and no implicitly. During this phase, students actively
activities involving real- world scenarios. The class explore their environment or manipulate materials.
was purely teacher-centered, where the source of all
Explore. This phase of the 5 E's provides students
the information is the teacher. After the discussion of
with a common base of experiences. They identify
all the organ systems, a posttest was taken by the local problems and scenarios, and develop concepts,
control group (see Appendix F, Part I).
processes, and skills. In this phase, the activities
Experimental Group require both the teacher and the student to do things
The treatment group also took a validated 50-item differently. There is a shift in who controls the
multiple-choice pretest prior to the experimentation. learning. The learner becomes the leader, and the
The group was exposed to the integration of the teacher plays the very important role as learning
Transdisciplinary Approach during the Earth and Life facilitator.
Science class which was the intervention of the study.
Table 1 Role of teacher and students during the Explore Phase (Division of Cebu Province, 2019)
What the teacher does What the learner does
Acts as facilitator Conducts investigation
Observes and listens Forms predictions and hypotheses
Asks probing questions Records observations and ideas
Provides time for learners to solve problems Shares thinking with others
Encourages cooperative learning Performs individual tasks contributory
to the achievement of group output
(Examples of exploration activities are experimentation or experimental modeling, solving word
problems, reading stories, simulation, investigation, etc.)

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Explain. This phase of the 5 E's helps students standardized questionnaire by Montclare et al. (2019)
explain the concepts they have been exploring. They was adapted and modified to be appropriate for the
have opportunities to verbalize their conceptual research problem (see Appendix E).
understanding or to demonstrate new skills or
Statistical Data Treatment
behaviors. This phase also provides opportunities for The collected data was analyzed using the following
teachers to introduce formal terms, definitions, and statistical tools:
explanations and expound the importance of the
content to the real-world context. 1. The t-test of small and single sample was used in
this study to determine the pretest and posttest
Elaborate. This phase of the 5 E's extends students' performance of the control and experimental
conceptual understanding and allows them to practice groups in the subject Earth and Life Science, as
skills and behaviors. Through new and old real-world shown below:
experiences, the learners develop deeper and broader
understanding of major concepts, obtain more
information about areas of interest, and refine their
skills.
Evaluate. This phase of the 5 E's encourages learners where:
to assess their understanding and abilities and lets t = computed t-test value;
teachers evaluate students' understanding of key H.M. = hypothetical mean (60% of the total score);
concepts and skill development. The teacher assesses A.M. = actual mean of each group;
learners understanding by giving different types of SD = standard deviation, and
project-based performance tasks. n = sample size.
The experimental group took a posttest after the 2. The paired sample t-test was used in this study to
discussion of all the topics. The group were also calculate the mean gain from pretest to posttest
asked to complete a survey adapted from Montclare et performance of both the control and experimental
al. (2019) to assess their attitudes toward the groups, as shown below:
intervention.
Research Instrument
The researcher utilized a validated teacher-
constructed questionnaires as a pretest and posttest
(see Appendix G). The questionnaire was comprised
of 50 multiple choice questions for the pretest and where:
another 50 items for the posttest (see Appendix D). t = computed t-test value;
Questions on the pretest were not repeated nor ̅ = mean of differences;
rephrased on the posttest. However, questions were ̅ = standard deviation of the difference, and
based on the same competencies. The researcher = sample size.
created a table of specification to maintain the level 3. The t-test of two independent samples was used in
of difficulty. For the 50-item exam, 10 questions were this study to find out the difference in mean gain
asked about the digestive system, another 10 for the between the control and experimental groups. The
respiratory system, 10 about the circulatory system, formula is shown below:
10 for the immune system, and another 10 for the
nervous system. The researcher ensured that for each
topic, the number of questions for each cognitive
processes were balanced for both pretest and posttest.
Three qualified Biology teachers and professors who
are experts in their respective schools validated the
questionnaires. Following expert validation, the where:
questionnaires were pilot tested to 40 Grade 10 t = computed t-test value;
students from the same school. The data collected 1̅̅ = mean of the experimental group;
from the pilot test were analyzed using a statistical 2̅̅ = mean of the control group;
tool for reliability (see Appendix I). 1̅ = standard deviation of the experimental group;
2̅ = standard deviation of the control group;
In determining the level of attitude of the 1 = sample size of the experimental group, and
experimental group toward the integration of 2 = sample size of the control group.
transdisciplinary approach in Biology instruction, a

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4. The weighted mean was utilized to evaluate the where:
attitude level of the experimental group toward = weighted mean;
the integration of transdisciplinary approach in = each of the item value;
Biology instruction, as shown below: = weight of each item, and
" " = the sum of.
All tests were set at 5% level of significance.
3. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interprets the data gathered to answer the problems of the study.
Performance Level of Grade 11-HUMSS Students in Biology
Table 2 shows the pretest performance of the two groups in Biology (see Appendix H).
Table 2 Pretest Performance of Grade 11-HUMSS Students in Biology
Test Statistics Qualitative
Group n . . A.M. SD
Computed t p value Description
Control (exposed to Below
18 30 18.44 3.32 14.77 < .001*
conventional teaching) Average
Experimental (exposed to
Below
the integration of 18 30 18.44 2.99 16.44 < .001*
Average
Transdisciplinary Approach)
H.M.a = 60% of the test items; for significance p value < ∝. *Significant at =.05
Table 2 showed the pretest performance level of the Grade 11-HUMSS students in Biology. The table revealed
that the control group exposed to conventional teaching with an actual mean of 18.44 and SD of 3.32, and the
experimental group with an actual mean of 18.44 and SD of 2.99 displayed significantly lower scores than the
hypothetical mean, t(17) = 14.77, p < .001 and t(17) = 16.44, p < .001 which are less than α = .05 respectively.
These were significant, hence, HO1 was therefore rejected for both groups. This meant that there were
significant differences between the hypothetical mean and the actual mean of the two groups' pretest
performances. Both groups performed Below Average on the pretest. The control and experimental groups did
not achieve the standard passing percentage for public schools which is 60%. The low pretest scores may
indicate that Grade 11-HUMSS students have less prior knowledge or may have forgotten some of the basic
organ system concepts. Another reason could be the two-year gap of having remote learning because these
students were only using the modular modality at the time. This finding supported the claim of Lazarowitz and
Lieb (2006), who stated that low pretest scores are expected because students still have misconceptions, naive
knowledge, and preconceptions at the start of the discussion, affecting their scores, and also according to
Zuckerman et al. (2021), remote learning during the COVID-19 crises impacted students, worsening the learning
gaps in Biology. The outcome of the pretest was predictable since the topics had not yet been discussed.
The posttest performance of the Grade 11-HUMSS students in Biology is showed in Table 3.
Table 3 Posttest Performance of Grade 11-HUMSS Students in Biology
Test Statistics Qualitative
Group n . . A.M. SD
Computed t p value Description
Control (exposed to Below
18 30 20.22 4.40 9.43 < .001*
conventional teaching) Average
Experimental
(exposed to the integration of 18 30 28.78 6.38 0.81 0.429 Average
Transdisciplinary Approach)
H.M.a = 60% of the test items; for significance p value < ∝. *Significant at =.05
The control group taught using the conventional way of teaching and without any intervention displayed lower
scores than the hypothetical mean with an actual mean of 20.22 and an SD of 4.40, t(17)= 9.43, p < .001, which
is less than α = .05. This was significant, thus rejected HO1 which meant that there was still a significant
difference between the hypothetical mean and the actual mean of the control group’s posttest performance. The
control group’s achievement in the posttest is still considered Below Average. This also showed that group
failed to meet the school’s standard passing requirement of 60%.
The below average performance of the control group might be attributed to the conventional class given to the
group. The class was conducted solely through traditional discussion with only a PowerPoint presentation, and

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the contents were taught to the group of students without any reference to real-life scenarios. The teacher
discussed the contents purely knowledge based, and the students are just passive receivers of the information.
This was in line with Main (2009) finding, stating that this approach is no longer effective particularly in
Biology instruction, because learners are evolving, and this method will just produce passive learners obediently
sitting on chairs and taking notes. The findings of the study also supported Cimer (2016) argument stating that
this approach is already regarded as poor practice because it fails to meet the needs of students, resulting in low
grades and performance.
On the other hand, the experimental group with a (M=28.78, SD=6.38) demonstrated comparably with the
hypothetical mean, t(17)=0.81, p=.429, which was greater than the significance level. This failed to reject HO1
which meant that there was no significant difference between the hypothetical mean and actual mean of the
posttest performance of the Grade 11 students in the experimental group who were exposed to the integration of
Transdisciplinary approach. The achievement of the experimental group was Average. The group just barely
reached the 60% passing criterion set by the school.
The experimental group's average posttest performance might be attributed to the group's exposure to the
integration of the intervention which is transdisciplinary approach. Aside from a PowerPoint presentation, a
human torso model was used as an instructional tool in this study so that students could gain a better
understanding of what the organs would look like in real life. Aside from that, the contents on the various organ
systems were linked to real-life examples, such as introducing situations that they may have already
encountered. In that way, they could easily relate to the topic and incorporate their learnings to real-life
situations. The achievement of the experimental group supported the study of Flogie and Abreek (2015), which
stated that incorporating transdisciplinary approach in sciences projected significant changes in the performance
of the students and showed long-term growth. Furthermore, other findings which shared similar thoughts and
opinion were also corroborated by these results and these were as follows: Integrating transdisciplinary approach
is also suited in 21st-century education since it embraces and focuses on the intrinsic complexity of reality that
emerges when examining an issue or situation from multiple perspectives (Madni, 2007, p. 3). According to
Baumber et al. (2019), this approach allows students to better visualize and remember the lessons because they
can relate to them or have possibly experienced them before. Button (2009) observed that students could develop
a more expansive disposition for thinking and learning, becoming metacognitive because their activities were
actual performance tasks that allowed them to link to real-world circumstances.
However, the experimental group was not able to have an above average performance despite the intervention
applied to the group. This may indicate that students still find it challenging and difficult for them to relate the
lessons to actual situations. This finding may also be influenced by the students' lack of critical thinking and
problem-solving skills when given tasks requiring the use of real-world experiences. This may also suggest that
the teacher still lacks the capability of delivering the lesson effectively through transdisciplinary approach. The
following assumptions were opined by the following: according to the study of Ertas (2003), the difficulty of
transdisciplinary education is possible because students are not conditioned to massive knowledge expansion
especially when the lesson is connected to other disciplines. The finding was also supported by the study of
Nelson (2001) who argued that there is still significant gap in connecting knowledge areas to real-world themes
because even the teachers were struggling in creating activities that are transdisciplinary-focused. This suggested
that teachers need to receive the proper training on how to run classes that are transdisciplinary integrated.
Mean Improvement of the Grade 11-HUMSS Students in Biology from the Pretest to Posttest
It was hypothesized in this study that there is no significant improvement of the Grade 11-HUMSS students’
academic performance in Biology from the pretest to the posttest. Table 4 presents the control and experimental
group’s mean improvement in Biology from pretest to posttest.
Table 4 Mean Improvement from Pretest to Posttest of the Control and Experimental Group
Pre-test Post-test Test Statistics
Group n
Mean Mean Computed t p value
Control (exposed to
18 18.44 20.22 1.78 4.95 1.53 .144
conventional teaching)
Experimental (exposed to the
integration of Transdisciplinary 18 18.44 28.78 10.33 6.70 6.54 < .001*
Approach)
*Significant at =.05

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Table 4 displayed the mean gains for both groups. The control group had a mean gain of 1.78, t(17)=1.53,
p=.144, hence, not significant. This failed to reject Ho2, which means that there was no significant mean
improvement in the academic performance of the control group from the pretest to posttest in Biology.
The control group’s no improvement in terms of their performance from pretest to posttest might be attributed to
the conventional teaching approach in which they were exposed to. Since the approach is just a plain discussion
and does not incorporate any intervention, the students just passively listen to the discussion and may become
bored along the way. This may suggest for a need of an intervention, where activities are more student-centered,
and students participate actively during the discussion. This finding supported Kaufmann et al. (2000), which
claimed that traditional classroom settings create passive learners who simply listen and read the material
without further reflection, leading to high levels of disengagement and students becoming shy in voicing their
queries. As a result, it would take longer for the students to understand the new content or may have completely
misunderstood the lesson. UNESCO-IBE (1995) added that since learners are just a passive receiver of
knowledge, the lack of motivation is possible and may result to poor academic performance.
On the contrary, the experimental group with a mean gain of 10.33, t(17)=6.54, p< .001 showed significant
result. This rejected Ho2 which meant that the group manifested significant improvements in their academic
performance in Biology from pretest to posttest. The intervention being used is most likely the reason why the
experimental group's pretest-posttest performance in Biology showed a significant mean gain. This suggested
that integrating transdisciplinary approach can effectively improve and enhance students' learning. This finding
was consistent with the following studies: Tekkaya et al. (2018) stated that the connection between what was
taught in biology class and the participants' daily lives was a factor in improved academic performance. Learning
is more meaningful when students can relate the topics to their own experiences and are more involved during
the discussion (Tekkaya et al., 2018). Jurgena and Cedere (2018) also agree with this claim stating that students
remember the discussion longer when they can incorporate it with several disciplines. The use of the human
torso model as an instructional material may also have contributed to the experimental group's improvement.
According to Akpeli (2019), the used of models contribute to an authentic science education. This means that
models aid in the simplification and clarification of complex ideas and the structure of a complex phenomenon
by reducing it to simpler and more familiar images, thereby promoting retention.
Comparison Between the Control and Experimental Groups in Terms of their Performance in Biology
This study hypothesized that there is no significant difference in the mean improvement between the control and
experimental groups’ academic performance. Table 5 displays the difference in the mean gains between the two
groups.
Table 5 Differences in Mean Improvements Between Control and Experimental Groups
Mean Difference Between Test Statistics
Group n
Gain the Means Computed t p value
Control (exposed to
18 1.78 4.95
conventional teaching)
Experimental 8.55 3.11 .006*
(exposed to the integration of 18 10.33 6.70
Transdisciplinary Approach)
*Significant at =.05
Table 5 shows a difference of 8.55 between the mean gains in favor of the experimental group. There was a
significant difference in the mean gains between the control and experimental groups, t(34)=3.11, p=.006. This
rejected the Ho3 which means that the experimental group performed better in Biology than the control group.
The integration of transdisciplinary approach is an effective intervention in terms of improving the students’
academic performance in Biology. This may imply that students exposed to this intervention might have been
actively involved and engaged in the discussion. The students were asked on scenarios involving diseases,
medical procedures, and health practices that they had probably encountered or heard about throughout their
lives. Students and the teacher were actively involved in an intellectual discourse in this manner. Additionally,
students engaged in activities where they acted as organs, simulating bodily functions such as respiration and
immunological response. This finding supported the Hierarchy of Curriculum Integration of Susan Drake (2007).
Drake (2007) argued that making connections between real-life situations and academic content areas is more
effective in molding lifelong learners than simply exposing students to traditional lectures. Students can use
what they have learned in practical settings. As a result, it improves their academic performance in Biology and
develop positive perceptions towards the subject (Drake, 2007). Furthermore, this result also agreed with the

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following contentions: Drake and Reid (2018) who asserted that students will not be competitive in the future if
they simply memorize a series of facts in order to pass an exam. They must be lifelong learners capable of
managing and interpreting large amounts of data as well as problem-solving complex issues of the day. Students
need the ability to navigate life in an ever-changing and increasingly complex environment (Dorn et al., 2021).
On the other hand, the control group's poor performance could be attributed to a lack of practical work and
student-centered activities in class. The students are listening passively on the discussion that is purely
knowledge based. The teacher did not give any scenarios that the students could relate to using their own
experiences, nor the teacher asked the class questions about real-life circumstances. This result supported the
study of Tekkaya et al. (2018), who claimed that a lack of connection between what was taught in biology class
and participants' daily lives was a contributing factor to poor Science performance. As a result, students may not
understand why they were learning such topics or concepts because they could not relate them to their daily lives
and may find the discussion of the topics irrelevant. Specific adaptations such as an integrated curriculum may
be required for such reasons.
Attitude of the Experimental Group Towards the scenarios and to their own experiences. The results
Integration of Transdisciplinary Approach also showed that relating the topic to the students’
The experimental group was assessed in terms of their experiences help them better understand the topic
attitude towards the integration of the about organ systems. Additionally, most students
transdisciplinary approach. The results are presented strongly agreed that the activities promoted high
in Figure 8. levels of retention. It is also easier for them to learn
Biology if the teaching is contextualized and
Figure 8 Attitude of the Experimental Group
presented in a way that they can also expressed their
Towards the Integration of Transdisciplinary
own thoughts and relate into it.
Approach
This finding corroborated the following studies: Dorn
et al (2021) study also revealed that students are more
interested and engaged with classes integrated with
life experiences than a boring, traditional lecture
class. Dorn et al. (2021) added that learning cannot be
genuinely authentic unless it is based on experiences
outside the classroom. Drake (2007) also claimed
positive supports on the integration of the
transdisciplinary approach. This approach can
improve learning, promote personal growth, boost
self-motivation, increase capacity to apply concepts,
improve student knowledge of science concepts, and
increase higher thinking skills. Hence, integrating
As seen in Figure 8, 10 students, or 55% of the transdisciplinary approach in Biology classes would
experimental group, demonstrated a Positive attitude have positive outcomes and would be beneficial to the
towards the integration of the Transdisciplinary students. The findings of the survey affirmed
Approach during their Earth and Life Science classes. Dewey’s Philosophy of Progressive Education (1956)
This means that most of the group exhibited a which states that the most crucial aspect is removing
favorable response towards the used of the the assumption that the educational experience is
intervention of the study. Thirty-nine percent (39%) limited to the classroom setting and recognizing the
or 7 students of the experimental group showed a need to integrate education into daily life. Because
Very Positive attitude in response to their experience through this, students would be able to regularly let
in attending classes integrated with Transdisciplinary their experience shape their education and social
consciousness.
Approach. Meanwhile, only 1 (6%) student
manifested a Neutral response regarding the Proposed Guidelines on The Integration of
intervention. The results were based on a five-point Transdisciplinary Approach In Biology
Likert scale attitude survey adapted from Montclare Instruction
et al. (2019). With a mean score of 4.12 and a Introduction
standard deviation of 0.39 for the entire group, the Transdisciplinary Approach is an approach to
attitude was categorized as Positive which means that curriculum integration which breaks the boundaries
the students exposed to the intervention would like to between the traditional disciplines and centers
learn Biology that relates more to real-world teaching and learning around the creation of meaning

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within the context of real-world issues or themes. The The teacher will count how many students mentioned
integration of the students' real-world experiences is vaccines or vaccination in their descriptions. After
the focus of the teaching and learning process. tallying the responses, the teacher will then ask the
According to the findings of the study, integrating students what they think is the lesson. The teacher
transdisciplinary approach enhances students' long- will explain to the students that they will learn about
term retention of biology lessons. Through pragmatic adaptive immune system, which is the basis for
way of teaching, students have the opportunity to vaccination.
include personal experiences in class discussions.
Let the students discuss how they think vaccination
Students can also use what they have learned in
works after experiencing the health crisis cause by the
practical settings. As a result, it improves their
COVID-19 pandemic. If needed, prompt students by
academic performance in Biology and develop
reminding them that vaccination is also called
positive perceptions towards the subject.
‘immunization’.
Objectives
Explain
These proposed guidelines on the integration of
On this part, the students can verbalize their
Transdisciplinary Approach aims to:
conceptual understanding and to demonstrate new
A. provide teachers with knowledge on how to
skills or behaviors. The teacher will let the students
properly integrate Transdisciplinary Approach in
create a graphic organizer such as a flowchart or
Biology Instruction
concept map that models the immune system using
B. enhance classroom instruction through pragmatic
the activity sheet “FUNCTION OF THE
learning
ADAPTIVE IMMUNE SYSTEM”.
Instructional Plan in Biology
Learning Area: Earth and Life Science – Biology Activity 1
Function of the Adaptive Immune System
Content/Topic: Immune System Using resources suggested by your teacher, research
Minimum Desired Learning Competencies the function of each of the adaptive immune system’s
Identify the different parts of the immune system components. Then work with your group to create a
Explain the functions of the parts of the immune simple graphical model that explains the adaptive
system immune system. Sketch your model in the space
Emphasize the significance of having an immune below.
system Source: https://media.chop.edu/data/files/pdfs/vec-
Simulate the features and functions of the unit1.3-student-worksheet.pdf
immune system through association to certain Students discuss their models with others. During
societal position their presentation, students can expound the
Relate the function of the immune system to real- importance of the content to the real-world context.
life situations Students will give examples of situations they have
Methodology already encountered in which functions of the
Engage adaptive immune system were evident. Afterwards,
As an application to transdisciplinary approach, the the students could also enumerate the different ways
following questions related in having a healthy to have a strong immune system.
lifestyle will be asked by the teacher to the students. Elaborate
Q1. Do you wash your hands regularly to avoid The teacher will then hold a class discussion to
infections? address any questions or misconceptions. If needed,
Q2. Do you always eat nutritious food? guide the students with prompt questions:
Q3. Do you get plenty of exercise? A. How does your model represent the real immune
Q4. Do you get adequate among of sleep every day? system?
Q5. Do you visit your doctor regularly? B. Are some parts of the immune system more
important than other?
Explore
C. Why is an adaptive system needed if we have an
As an integration of transdisciplinary approach, the
innate immune system?
teacher will ask the students to list three (3) serious
diseases they have personally experienced or have To integrate transdisciplinary approach, the teacher
learned about throughout their lives. For each, will present some information on the status of the
students should write one or two sentences to describe Philippines during the COVID-19 pandemic. It will
how they think these diseases can be prevented. On also be covered how important it is to always have a
the board, the teacher will list and tally responses. strong immune system, not just during pandemic.

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Evaluation Findings
One of the example strategies of integrating These were the findings of the study,
transdisciplinary approach is simulating real-life 1. Both the experimental group which was taught
experience. To assess their associating abilities, the using a transdisciplinary approach, and the
class will be divided into 4-5 groups. The students control group, which was taught using a
will simulate the features and functions of the traditional teaching strategy, performed Below
adaptive immune system by associating it to certain Average in the pretest. In the posttest, the
societal positions. After which, they will then explain performance of the control group was still Below
the relatedness of the two situations. Average. However, the experimental group
Example: A terrorist invading a country being showed an Average performance in their posttest.
compared to a new antigen entering the human body 2. There was no significant mean improvement in
stimulating an immune response. the academic performance of the control group
SUMMARY, FINDINGS, CONCLUSIONS, AND from the pretest to posttest. On the contrary, the
RECOMMENDATIONS experimental group manifested significant mean
This chapter presents the summary of the study, gains in their academic performance in Biology
findings drawn from analyzing the gathered data, from pretest to posttest.
conclusions, and suggested recommendations which 3. There was a significant difference between the
can be the basis for further researches. mean improvement of the control and
Summary experimental groups’ academic performances.
This study employed a quasi-experimental method The experimental group exposed to
following a two-group pretest-posttest design. The Transdisciplinary Approach performed
two groups were given the same assessment measures significantly better compared to the control group
but were exposed to different teaching methods to taught using the conventional teaching approach.
determine the effectiveness of integrating 4. The experimental group manifested Positive
Transdisciplinary Approach in biology instruction. attitude towards the use of transdisciplinary
The study was conducted to Grade 11-HUMSS approach in their biology class.
students at a public high school in Carmen, Cebu. The 5. A sample instructional plan with an integration of
experimental group composed of 18 students were Transdisciplinary Approach was proposed for
exposed to the integration of Transdisciplinary Biology instruction.
Approach. In comparison, the control group
composed as well of 18 students, were taught using Conclusions
the conventional teaching method. Specifically, the Biology is considered a difficult subject by most
study answered the following questions: students because of the concepts that are too abstract
1. What is the pretest and posttest performance of and its nature that forces them to memorize facts
the Grade 11 students in the: (Tekkaya et al., 2018). The lack of connection
1.1. control group (exposed to conventional between what was taught in biology class and the
teaching approach) and; students’ daily lives was a major factor to this
1.2. experimental group (exposed to the integration difficulty. Specific interventions such as integrating
of transdisciplinary approach)? Transdisciplinary Approach may be required for such
reasons. Hence, the use of Transdisciplinary
2. Is there a significant mean improvement in the Approach was assessed to see its effectiveness in
academic performance from the pretest to posttest improving the students’ academic performance.
of the Grade 11 students in the:
2.1. control group, and; Based on the findings of this study, the integration of
2.2. experimental group? Transdisciplinary Approach was proven to be more
effective than the traditional teaching approach in
3. Is there a significant difference in the mean
enhancing and improving the biology performance of
improvement in the academic performance
the students as manifested by a significant
between the control group and the experimental
improvement and the students’ positive attitude
group?
towards transdisciplinary approach integration. This
4. What is the level of attitude of the experimental means that the group exhibited a favorable response
group toward the integration of transdisciplinary towards the use of the intervention of the study.
approach in teaching Biology? Integrating transdisciplinary approach enhances
5. What intervention may be proposed to enhance students’ long-term retention since the students have
the performance of the students in Biology? the opportunity to include personal experiences in

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 International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
class discussions. As a result, it improved their [4] Augustine, D.(2018), Meaningful
academic performance in Biology and develop Reconciliation: Indigenous knowledges
positive perceptions towards the subject. Drake’s flourishing in B.C.’s K-12 education system for
(2007) Hierarchy of Curriculum Integration which the betterment of all students.
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much higher academic accomplishments and teachers’ experience applying community
Dewey’s Philosophy of Progressive Education which action projects in the discipline of humanities in
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