Enhancing Grade 10 Students' Learning Achievement and Collaboration Skills through Socioscientific Issues-Based Learning Integrated with Gallery Walk Activities
Keywords:
socioscientific issues, gallery walk, learning achievement, collaboration skills, DNA technologyAbstract
Background and Aims: Promoting students’ ability to connect scientific knowledge with real-world situations while fostering collaboration skills is a key goal of science education in the 21st century. This study aimed to: (1) compare the learning achievement in Biology on the topic of DNA Technology, and (2) compare the collaboration skills of Grade 10 students before and after participating in learning activities based on Socioscientific Issues (SSI) integrated with the Gallery Walk activity.
Methodology: This study employed a pre-experimental research design using a one-group pretest–posttest design. The sample consisted of 80 Grade 10 students enrolled in the Science–Mathematics program in the 2nd semester of 2025 academic year, selected through cluster sampling. The participating classes were organized as mixed-ability classrooms. The research instruments included: (1) five lesson plans based on Socioscientific Issues integrated with the Gallery Walk activity, with IOC ranging from 0.67 to 1.00 and an overall appropriateness at a very good level; (2) a 30-item learning achievement test with IOC 0.67 to 1.00, item difficulty indices (p) 0.40 to 0.64, item discrimination indices (r) ranging from 0.35 to 0.72, and a reliability coefficient (KR-20) of 0.86; and (3) a five-criterion analytic rubric for assessing collaboration skills with IOC from 0.67 to 1.00 and a Cronbach’s alpha reliability coefficient of 0.87. Data were analyzed using the mean, standard deviation, and paired-samples t-test.
Results: The findings revealed that: (1) the students’ post-learning achievement (M = 22.87, SD = 2.57) was significantly higher than their pre-learning achievement (M = 14.51, SD = 2.64) at the .05 level (t = 18.36, p < .001), with a very large effect size (Cohen’s dz = 2.05); and (2) the students’ post-learning collaboration skills (M = 21.09, SD = 1.94) were significantly higher than their pre-learning collaboration skills (M = 13.66, SD = 1.64) at the .05 level (t = 26.68, p < .001), with a very large effect size (Cohen’s dz = 2.98).
Conclusion: Learning activities based on Socioscientific Issues integrated with the Gallery Walk activity were associated with significantly higher post-intervention scores in both learning achievement and collaboration skills. The instructional approach provided opportunities for students to investigate, analyze, exchange ideas, and construct knowledge collaboratively through scientific issues connected to real-world social contexts.
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