Enhancing General Biology Instruction Through the Integration of the Cichlid Life Cycle
DOI:
https://doi.org/10.11594/ijmaber.07.09.26Keywords:
Assessments, Biology instruction, Inquiry learning, Life cycle, STEM educationAbstract
This study examined the effectiveness of integrating the Flowerhorn cichlid life cycle into General Biology 2 instruction among 30 Grade 11 STEM students at San Martin National High School during SY 2025–2026. A quasi-experimental one-group pretest–posttest design was employed, using a validated 30-item multiple-choice test to measure understanding of reproduction, adaptation, ecological relationships, and evolution. Results showed low prior knowledge in pretest scores but significant improvement in posttest scores, confirmed by a paired samples t-test at the 0.05 level. In addition, qualitative insights from a survey of ten struggling learners highlighted difficulties in fertilization, hormonal regulation, and ecological contexts, underscoring the need for scaffolding in inquiry-based tasks. Together, the quantitative gains and qualitative themes affirm that integrating the Flowerhorn cichlid life cycle as a contextualized, inquiry-driven strategy enhances comprehension, engagement, and retention. A lesson exemplar was developed to support meaningful and student-centered biology instruction, offering actionable implications for curriculum development and classroom practice.
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