Consensus-Based Instruction: Effects on Students’ Attitude Towards Biology and Achievement in Bioenergetics

Abstract

In this study, the effects of consensus-based instruction (CBI) on attitude towards biology and achievement in bioenergetics of college students in a biological science class were investigated. The aim was to compare the CBI class with the class taught using the conventional instruction approach (CIA) in terms of their component and overall posttest mean scores in the Attitude Towards Biology Scale (ATBS) and their posttest mean scores in the Bioenergetics Achievement Test (BAT). The moderating effects of sex and learning styles, as well as the relationship between students’ attitude and their achievement, were also examined.

Two intact classes were compared using the non-equivalent pretest-posttest control group quasi-experimental design. One group used CIA while the other employed the CBI approach. In CBI, students were given the chance to raise an issue in the learning plan, negotiated, propose an alternative, participate in a ‘grand conversation’, decide using consensus, and adhere to the agreed implementation process. They were also tasked to arrive at a consensus answer on a focus question related to the day’s lesson. Aside from the standardized Canfield Learning Style Inventory, data were collected using expert-validated researcher-made instruments tested for reliability such as the Learning Needs Analysis Protocol, Questionnaire on the Importance of Democratic Practices in Classroom, ATBS and BAT. Videos, journal and informal interviews were used as additional data sources. Thirty students per group were randomly selected for comparison after those with incomplete data and absences were removed from the sampling frame. Using the respective pretest mean scores of the dependent variables as covariates, Analyses of Covariance were used in testing the main effects of the instructional approach as well as its interaction effects with sex and learning styles. In comparing the instructional groups in terms of Bat achievement, a t-test for independent samples was employed. Multiple regression analysis was performed to determine the relationship between students’ attitude and their achievements.

The study concluded that CBI approach is effective in improving students’ overall attitude towards Biology specifically in developing positive perception of biology teacher improving keenness to learn Biology and enhancing enjoyment of the subject. Males show greater interest in Biology than females, but this is independent on the approach used. Thus, it can be said that CBI does not discriminate between sexes. CBI also addresses students’ needs without bias to their learning styles. Students’ interest towards Biology significantly predicts their achievement while among females, its keenness to learn Biology. Even if CBI is not found to be effective in improving students’ achievement, pieces of evidence point its usefulness in nurturing their reasoning skills.

It is recommended that a longer investigation using CBI may be done to ensure that the dosage of intervention is adequate. The protocols, instruments, and activities developed from this study may be used by other teachers in creating their own classroom-based consensus models. Some suggested topics for future research include the effects of CBI on developing student’s 21st-century skills and CBI’s impact on enhancing teachers’ technological pedagogical content knowledge, among others.