THE EFFECT OF INTEGRATION OF BIOINFORMATICS EXPERIMENTS WITHIN THE HEREDITY UNIT OF THE ELEVENTH GRADE OF THE PALESTINIAN BIOLOGY TEXT BOOK ON STUDENT ACHIEVEMENT AND MOTIVATION
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Date
2025-12-31
Authors
Safa Ata Mohammad Nazzal
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Publisher
AnNajah National University
Abstract
Abstract
This study explored the effect of integration of bioinformatics experiments within the eleventh-grade biology textbook on student's achievement and motivation in Palestine. A non -equivalent quasi-experimental approach was used to conduct the research. The research sample composed of (76) eleventh grade students within the experimental group who were subjected to bioinformatics activity based-intervention and (71) eleventh grade students within the control group. A validated biology achievement test and Biology Motivation Questionnaire (BMQ I) were used to assess student's achievement and motivation among both groups. Quade and two-way ANCOVA were used to analyze the achievement test scores while Bootstrapping ANCOVA was used to analyze BMQ scores. Results showed that the experimental samples had higher significant values of post achievement test scores compared to control sample post achievement test scores. In addition, two-way ANCOVA analysis revealed a significant difference of student's posttest scores due to the interaction of sample type along with learning environment and geographic location. However, no significant differences of student's post High Order Thinking Skills (HOTS) and post Low Order Thinking Skills (LOTS) scores were found due to the interaction of sample type with gender. In regards to students’ motivation, bootstrapping ANCOVA analysis revealed that the intervention had no significant effect on students BMQ total score and BMQ subscales in regards to sample type and gender.in addition, only intrinsic motivation, extrinsic motivation and self-relevance had a significant difference in regards to learning environment and geographic location within the experimental sample in favor to Qabatya school and face-to-face learning environment. Overall, the findings indicate that the intervention of bioinformatics experiments caused a positive effect on students’ cognitive capabilities but had no obvious significant effect on student's motivation. Further future studies are recommended to apply distinct bioinformatics-based intervention protocols that might enhance student's motivation while sustaining the observed achievement gains.