The use of engineering design process-oriented activities with GRASPS model integration in grade 11 Genetics
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A B S T R A C T
This study aimed to develop engineering design process (EDP)-oriented activities integrated with the GRASPS model and to evaluate their effects on students’ conceptual understanding and cognitive process skills. Likewise, this investigation documented the students’ meaningful learning experiences during the implementation of the EDP. Moreover, this study employed a mixed-methods approach and a one-group pretest-posttest design, with 36 Grade 11 STEM students as participants. The engineering design processoriented activities were implemented over a six-week period, and data were gathered through pretests and posttests, journals, observations, and focus group discussions. Results showed that six (6) engineering design processoriented activities in genetics were developed. Additionally, the thematic analysis of students’ meaningful learning experiences revealed four (4) emergent themes: understanding of concepts, collaborative engagement, interests and attitudes, and development of engineering design process skills. Notably, the developed EDP-oriented activities improved students’ conceptual understanding, t(35) = 8.51, p < .001, d = 1.42, and cognitive process skills, t(35) = 16.62, p < .001, d = 2.77. This research recommends that the developed activities be used with proper guidelines and that the same inquiry be explored in other fields, including technology and livelihood education (TLE), engineering, and mathematics, using academic variables such as redesign ability, retention, and creativity. Lastly, this scholarly work offers essential insights that will guide teachers, administrators, and policymakers in the effective implementation of the engineering design process within the STEM framework.