International Journal of Applied Chemical and Biological Sciences

ISSN: 2582-788X (Online)

International Journal of Applied Chemical and Biological Sciences
Home Archive Volume 3 - Issue 3 Learning Station Approach for Teaching Genetics in Grade ten in Tendu Central School, Bhutan

Volume 3   Issue 3

Research Article

Learning Station Approach for Teaching Genetics in Grade ten in Tendu Central School, Bhutan

Article Identifier: https://identifier.visnav.in/1.0001/ijacbs-22d-24006/
Bhutan
Abstract

The Learning Station Approach (LSA) is one of the strategies of Differentiated Instruction (DI) that refers to a physical location in the classroom where the teacher plans and designs activities based on the need of the students. Learning Station Approach is a new teaching pedagogy in the Bhutanese classroom context; thus, this study investigated the effectiveness of the Learning Station Approach on students’ academic achievement in genetics concept at grade ten level (Bhutanese curriculum) with a sample size of 68 students. The study employed a non-equivalent quasi-experimental design based on pre-test and post-test scores of experimental and control groups as a means of gathering data. The findings revealed that Learning Station Approach is a practical instructional approach (p<0.001) that can improve students’ academic achievement in genetics at the grade ten level. Therefore, the finding recommends teachers use Learning Station Approach to enhance students’ learning achievement.

Keywords: Learning Station Approach, Quasi-experimental, Traditional teaching method, Test scores
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