Abstract
ABSTRACT This study explores the effects of Design Thinking-Oriented Biology Instruction (DTOBI) on academic resilience among high school students, contrasting it with conventional teaching methods. A total of 97 students participated, divided into two groups: one receiving DTOBI and the other following the traditional instruction of biology. Using an embedded quasi-experimental design, the researchers used the Filipino Learners’ Academic Resilience Scale (FLARS) to measure resilience before and after a six-week intervention. Statistical analysis, including independent samples t-tests, demonstrated that DTOBI significantly improved resilience, with a medium effect size highlighting its practical significance. Qualitative insights from focus group discussions revealed that the hands-on, collaborative, and real-world problem-solving activities in DTOBI fostered greater resilience. Students described how DTOBI encouraged creative problem-solving and perseverance, contrasting with the more passive learning experiences of conventional methods. These results suggest that incorporating design thinking into biology education can enhance the resilience and overall academic performance of students. The study stresses the value of innovative pedagogical strategies in developing crucial non-cognitive skills and improving educational outcomes.
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