Improving Student Achievement in Ecosystem Learning through Environment-Based Culturally Responsive Teaching

Abstract

Biology learning becomes more meaningful when scientific concepts are linked to students’ cultural backgrounds and everyday environments. This classroom action research investigated the impact of Culturally Responsive Teaching (CRT), integrated with local cultural contexts, on students’ Biology learning outcomes in ecosystem instruction. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through learning outcome tests and classroom observations, and were analysed descriptively by comparing student achievement across the pre-cycle, Cycle I, and Cycle II. Results demonstrated progressive improvements in learning outcomes. The average score increased from 43.44 in the pre-cycle to 59.68 in Cycle I and 72.16 in Cycle II. The proportion of students meeting the predetermined mastery criterion rose from 12% to 44% and 84%, respectively. This study contributes by examining CRT implementation in ecosystem learning by connecting biological concepts to students’ local cultural experiences and environments. The findings indicate that CRT-based instruction, combined with iterative instructional adjustments, was associated with improved learning outcomes. However, these improvements cannot be attributed solely to CRT, as other instructional changes across cycles may have contributed. This study underscores the potential of context-sensitive Biology instruction to make ecosystem concepts more relevant to students’ lived experiences and provides a foundation for further research on CRT implementation in similar educational contexts.