Classroom Station Activities as a Tool for Differentiated Instruction in Biology Teaching

AUTHOR(S)

JOWEL C. PABLO, Ph.D. HELEN GRACE V. ANGELES, Ph.D

ABSTRACT

— This study investigated the effectiveness of classroom station activities as a tool for differentiated instruction in teaching Biology. Recognizing the diverse learning needs of students, the research aimed to determine whether this approach could enhance student engagement and academic performance. A quasi-experimental design was employed involving two groups of Grade 9 students: an experimental group (n = 20) taught using classroom station activities incorporating metacognitive and hands-on tasks, and a control group (n = 20) taught using traditional lecture methods. Both groups were given identical pre-tests and post-tests to assess their conceptual understanding. Results revealed no significant difference in the pre-test scores of the two groups, indicating a similar level of prior knowledge. However, after the intervention, the experimental group significantly outperformed the control group in the post-test, with a mean score of 33.85 compared to 29.32, and a t-value of 3.24 (p = 0.001), confirming statistical significance at the 0.05 level. These findings suggest that classroom station activities foster improved comprehension and engagement among learners by encouraging active participation, self-regulation, and collaboration. The differentiated nature of the stations enabled students to engage meaningfully with the content, apply higher-order thinking skills, and take ownership of their learning process. Keywords — Station Activities, Differentiated Instruction, Biology Teaching, Student Engagement, Academic Performance, Metacognition