Problem-Based Learning (PBL) has proven to be a valuable educational approach. However, as the educational landscape continues to evolve, there is a growing need for a more comprehensive methodology. In response, the researcher developed, implemented, and validated a module that combines Integrated STEM with PBL. This module draws inspiration from the second generation 3C3R PBL problem design model and the K-16 PBL. The research employed a Type 1 developmental research design, conducted with a one-intact Grade-11 STEM class (n = 38). The module was implemented in the context of General Biology 1, focusing on Biomolecules, and spanned a six-week period. Using a module evaluation checklist, reviewers assessed the module against the criteria set by the Department of Education in the Philippines, as well as the principles of Integrated STEM. The assessment revealed a significant difference between pretest and posttest scores, supported by a meaningful conceptual understanding test and an effect size (d = 0.354) falling within the small to medium range. These findings indicate the effectiveness of the I-STEM-PBL module in enhancing students' conceptual understanding of Biology. The I-STEM-PBL module represents a valuable resource for future research and educational endeavors, serving as a basis for teaching approaches. The researcher recommends using and continually assess and refine such educational tools to meet the dynamic needs of students and align with evolving educational standards.

Authors:
Aaron Funa, Sorsogon State University, Philippines

About the Presenter(s)
Dr. Aaron A. Funa is a faculty member of Sorsogon State University, Sorsogon, Philippines.

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