Path models on self-regulations, academic stress, learning styles, and general Biology aptitude on learning difficulties of senior high school (SHS) students

Abstract

The low acquisition of learning in high school biology subjects is a concern of various stakeholders in the basic education department agencies. This study aimed to determine the relationship of probable factors influencing learning difficulty among SHS STEM learners in a public secondary school in General Biology I. It also identified the topics in General Biology I subject that were considered difficult by students, the physical and social factors that caused students to experience difficulties in learning biology, and the teaching methods suitable to use in biology learning activities. The participants in this study were the one hundred twenty-four (124) grade 12 SHS STEM learners taking General Biology I for the 1st semester of A.Y. 2022-2023. Six questionnaires were used to assess the different academic status of the students. Step-wise multiple regression was utilized to determine predictors for learning difficulty among socio-demographic profile and academic factors. Path analysis models were then devised based on basis of the step-wise regression results and these were tested for goodness of fit using Structural Equation Modeling (SEM). The results showed that cell transport mechanisms, cell structures, cell division and structures, and functions of biological molecules such as enzyme were difficult topics in General Biology I based Most Essential Learning Competencies (MELC). Self-regulation significantly correlates and predicts learning difficulty among SHS STEM learners in public secondary school. Moreover, biology aptitude scores, learning style, and age correlate to self-regulation. One corrected model was accepted since it satisfied at least 3 of the fit indices criteria of SEM.