Development of Design Thinking-Based Lesson on Schistosomiasis for Senior High School Learners

Michael Jan R. Alima, Manuel B. Barquilla, Carlo Stephen O. Moneva, Joy B. Bagaloyos and Joan Rose T. Luib
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Michael Jan R. Alima: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines
Manuel B. Barquilla: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines
Carlo Stephen O. Moneva: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines
Joy B. Bagaloyos: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines
Joan Rose T. Luib: Department of Science and Mathematics Education, College of Education, Mindanao State University – Iligan Institute of Technology, Bonifacio Ave., Tibanga, Iligan City, 9200, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 6, 878-909

Abstract: This study aimed to develop a Design Thinking-Based Lesson on Schistosomiasis (DTLS) for Grade 12 senior high school STEM learners. The respondents of the study were fifty-five (55) Grade 12 STEM learners for the pilot testing. This study was conducted at one of the public secondary schools in Davao City, Davao del Sur, Philippines, where the disease is prevalent. This study employed a quasi-experimental design with one group pretest-posttest. The lesson plan was developed following the principles of design thinking and tailored to address the issue of schistosomiasis comprehensively. Expert validation ensured the lesson plan’s alignment with educational standards and its potential effectiveness. The DTLS was rated excellent in all areas, with an overall mean of 3.87. Learners’ prototypes were evaluated using a rubric that measured critical thinking, creativity, communication, and collaboration skills, which were all rated at proficient level with an overall mean of 3.23 for all groups. Results indicate that the DTLS significantly enhanced learners’ engagement and prototype quality across all assessed dimensions and was capable of developing the 4Cs. Furthermore, based on the results of the paired t-test, learners’ post-test mean score of 18.60 was considerably higher than their pre-test mean score of 13.69. This indicates that Grade 12 learners had a higher conceptual understanding of the topic of schistosomiasis (p = 0.00) after the DTLS integration. These findings suggest that incorporating DTLS into science education can effectively foster the 4Cs and improve learners’ conceptual understanding.

Date: 2024
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