Simulation-Based Guided Inquiry Learning Packet on Gene Expression: Its Effect to Metacognitive Awareness

Abstract

This study developed and implemented a Simulation-Based Guided Inquiry Learning Packet on Gene Expression to determine its effectiveness in improving students’ academic performance and metacognitive awareness. Utilizing a mixed-method research design, quantitative data were gathered through pretest and posttest achievement scores, while qualitative insights were obtained from perception surveys and content evaluation. The Successive Approximation Model (SAM) guided the development process to ensure continuous refinement and alignment to learning outcomes. The learning packet integrated PhET simulations with guided-inquiry tasks, preceded by bioinformatics activities using MEGA and BioEdit software to establish a foundational understanding. Content validation by four science experts resulted in a Very Satisfactory rating across criteria, confirming the instructional soundness of the material.
The intervention was administered to BSED Science I students in a public university. Results showed a significant increase in conceptual understanding, reflected in the overall normalized gain score of 0.74, interpreted as high, with no students falling below moderate gain. Recurring misconceptions were identified, particularly in items requiring deeper conceptual reasoning, indicating areas needing further instructional reinforcement. Findings from the Metacognitive Awareness Inventory and perception feedback revealed improvements in students’ monitoring, planning, and self-regulation, alongside heightened engagement and motivation in learning gene expression.
The study concludes that simulation-based guided inquiry is effective in enhancing learning outcomes and metacognitive skills in genetics. The developed material is recommended for instructional integration and further application across related biology concepts to strengthen conceptual mastery and reflective learning.