Effects of Fishbone-Oriented Instruction on Students’ Attitude in Science
DOI:
https://doi.org/10.65339/ijsair.V2.I3.853Keywords:
Attitude Toward Science, Educational Sustainability, Fishbone-Oriented Instruction, Science Education, Visual LearningAbstract
This study examined the effects of Fishbone-Oriented Instruction (FOI) on the attitudes toward Science of Grade 9 students at Bacarat Memorial National High School during the School Year 2025–2026. Anchored in constructivist and sociocultural learning principles and the cognitive, affective, and behavioral dimensions of attitude, the study employed a mixed-method approach. The quantitative component used a one-group pretest–posttest quasi-experimental design, while the qualitative component explored students’ perceptions and experiences. Participants were 68 students from two intact Grade 9 sections selected through purposive sampling. The intervention was implemented for eight weeks. Data were collected using the 23-item Attitude towards Science Scale (AtSS), individual interviews, student journal entries, and teacher-researcher field notes. Descriptive statistics and the Wilcoxon Signed-Rank Test were used for quantitative analysis, while qualitative data were examined through thematic analysis. Before the intervention, 55.9% of the students had negative attitudes and 44.1% had very negative attitudes toward Science. After the intervention, 86.8% demonstrated very positive attitudes and 13.2% showed positive attitudes. The mean score increased from 41.09 to 77.77, with a significant difference between pretest and posttest scores (Z = −7.172, p = .000). Qualitative findings showed that FOI helped students visually organize information, understand cause-and-effect relationships, participate actively, collaborate with classmates, and express their ideas. The study concludes that FOI is an effective instructional strategy for improving students’ attitudes, engagement, and learning experiences in Science. Future studies should examine its long-term effects and integration with other active learning approaches. The study supports SDG 4—Quality Education by promoting learner-centered, inclusive, and meaningful Science instruction. It contributes to educational and institutional sustainability by providing schools with an adaptable and resource-conscious strategy for strengthening sustained learner engagement and scientific literacy.
References
Ajzen, I. (2001). Nature and operation of attitudes. Annual Review of Psychology, 52, 27–58. https://doi.org/10.1146/annurev.psych.52.1.27
Akomolafe, C. O., & Adesua, V. O. (2016). The impact of physical facilities on students’ level of motivation and academic performance in senior secondary schools in South West Nigeria. Journal of Education and Practice, 7(4), 38–42.
Aktamış, H., Hiğde, E., & Özden, B. (2016). Effects of the inquiry-based learning method on students’ achievement, science process skills and attitudes towards science: A meta-analysis science. Journal of Turkish Science Education, 13(4), 248–261. https://doi.org/10.12973/tused.10183a
Alyami, M., Melyani, Z., Al Johani, A., Ullah, E., Alyami, H., Sundram, F., Hill, A., & Henning, M. (2017). The impact of self-esteem, academic self-efficacy and perceived stress on academic performance: A cross-sectional study of Saudi psychology students. European Journal of Educational Sciences, 4(3), 51–63. https://doi.org/10.19044/ejes.v4no3a5
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bruner, J. S. (1960). The process of education. Harvard University Press. https://doi.org/10.4159/9780674028999
Bruner, J. S. (1996). The culture of education. Harvard University Press.
Chang, K.-E., Sung, Y.-T., & Chen, I.-D. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5–23. https://doi.org/10.1080/00220970209602054
Clary, R., & Wandersee, J. (2010). Fishbone diagrams: Organize reading content with a “bare bones” strategy. Science Scope, 33(9), 31–37.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Fosnot, C. T. (Ed.). (2013). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press.
Gopinath, B., & Santhi, R. (2021). Development and evaluation of fishbone-based advanced computational thinking (FACT) pedagogy: A teacher-student collaborative learning environment in engineering and science education. Higher Education for the Future, 8(1), 108–122. https://doi.org/10.1177/2347631120970177
Istikomah, I., Basori, B., & Budiyanto, C. (2017). The influences of problem-based learning model with fishbone diagram to student’s critical thinking ability. IJIE (Indonesian Journal of Informatics Education), 1(2), 83–91. https://doi.org/10.20961/ijie.v1i2.11432
Ishikawa, K. (1986). Guide to quality control (2nd rev. ed.). Asian Productivity Organization.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Latha, V., & Merlin, A. (2019). Fish bone diagram as a teaching tool. The Journal of Nursing Trendz, 10(1), 21–24. https://doi.org/10.5958/2249-3190.2019.00005.1
Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413–448. https://doi.org/10.3102/00346543076003413
Organisation for Economic Co-operation and Development. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. https://doi.org/10.1080/0950069032000032199
Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Picardal, M. T., & Sanchez, J. M. P. (2022). Effectiveness of contextualization in science instruction to enhance science literacy in the Philippines: A meta-analysis. International Journal of Learning, Teaching and Educational Research, 21(1), 140–156. https://doi.org/10.26803/ijlter.21.1.9
Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trans.). Orion Press.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Merrill Prentice Hall.
Pratiwi, W. N. W., Rochintaniawati, D., & Agustin, R. R. (2018). The effect of multiple intelligence-based learning towards students’ concept mastery and interest in matter. Journal of Science Learning, 1(2), 49–52. https://doi.org/10.17509/jsl.v1i2.8739
Salta, K., & Tzougraki, C. (2004). Attitudes toward chemistry among 11th-grade students in high schools in Greece. Science Education, 88(4), 535–547. https://doi.org/10.1002/sce.10134
Shah, Z. A., & Mahmood, N. (2011). Developing a scale to measure attitude towards science learning among school students. Bulletin of Education and Research, 33(1), 71–81.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
