ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Biomolecules have been known to be one of the most abstract and conceptually challenging subjects in science education, leading to low student mastery. The paper evaluated the effectiveness of Puzzle-Based Teaching (PBT) instruction in enhancing the knowledge of biomolecules in a group of Bachelor of Secondary Education (BSEd) students in Science. The quasi-experimental pretest- posttest control group design was used that involved twenty (20) second year students in experimental group (n=10) and control group (n=10). An equivalent test is a 40-item multiple choice achievement test which was validated before and after the intervention. The experimental group was provided with instructional activities based on puzzles with collaborative problem- solving tasks, and control group was instructed through traditional methods based on lectures. The analysis of data was performed by means of paired-samples and independent-samples t-tests, and Analysis of Covariance (ANCOVA) was used to ensure that baseline differences were controlled. Even though improvement in posttest scores was observed in both groups, there was no statistically significant difference in the mean gain scores, t = 0.42926, p =.67. The results of ANCOVA also demonstrated that the treatment effect was not statistical when it was corrected by pretest scores, F(1,17) = 1.64, p =.217, with a small effect size (η² =.088). These results indicate that although slightly numerically significant gains in puzzle-based teaching were seen, this did not result in statistically significant gains in biomolecule achievement. Future studies ought to focus on larger sample sizes, increased duration of intervention and enhanced scaffolding of instructions to better assess capability of puzzle-based techniques in science education. Keywords: Puzzle-Based Teaching Strategy, Biomolecule Understanding, Science Education, Student Engagement, Biochemistry