Ramos, Benilda Aga.  4  0   <br/><br/>
Rectification of misconceptions on mitosis and meiosis using hands-on activities /        6 
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Benilda Aga Ramos. 
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<br/><br/>   Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2007.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree in Master of Arts in Education major in Biological Sciences. 
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<br/><br/> ABSTRACT:  This research was undertaken to rectify the misconception of student's in the science of Genetics specifically in the topics of mitosis and meiosis using hands-on activities. Specifically, this study answers the following problems:  1.	What hands-on learning activities could be developed to rectify specific misconceptions on mitosis and meiosis?  2.	What are the scores of the pre-test and post-test of the control and experimental groups?  3.	Were there significant differences between the experimental group, who will perform the hands-on activities and the control group who will be exposed to the conventional method in terms of the following:  3.1 pre-test of the experimental and control group  3.2 pre-test and post-test of the experimental group  3.3 pre-test and posttest of the control group  3.4 posttest of the experimental and control group  3.5 gain scores of the experimental and control group  4.	What are the misconceptions that were rectified in the study for each activity?  After undertaking the study, the following conclusions were formulated:  1.	The hands-on learning activities developed to rectify specific misconceptions on mitosis and meiosis are the following: Activity 1-Differentiation of Chromatin, Chromatid and Chromosomes; Activity 2-Interphase (G1, S, G2); Activity 3-Mitosis; Activity 4-The Process of Crossing Over; Activity 5-DNA Replication; and Activity 6-Independent Assortment.  2.	It was concluded that the pre-test difference between the control and experimental groups were not significant. This shows that students from the two groups are comparable with regards to their background information in mitosis and meiosis which affected the formation of misconceptions in the said topics.  3.	Based on the result of significant difference between scores of the pre-test and post-test of the experimental group, it can be concluded that the developed hands-on learning activities have corrected some of their underlying misconceptions on mitosis and meiosis. (See Appendix I).  4.	Only the experimental group showed a significant difference of the scores before and after the try out period which can be perceived as a result of their exposure to the hands-on activities.  5.	Based on statistical results, the hands-on activities were effective in addressing and correcting some of the misconceptions of a number of students regarding mitosis and meiosis.  6.	There was a significant difference in the gain scores between the experimental and control group. It showed that the experimental group has successfully corrected some of their misconceptions regarding mitosis and meiosis.  In light of the findings and conclusions of the study, the following recommendations were made:  1.	The data gathered, especially the identified misconceptions outlined in Appendix I, may serve as an update to Natural Sciences' teachers with regards to the currently existing misconceptions of students in mitosis and meiosis.  2.	The developed hands-on learning activities can be used as is or as a pattern in developing activities, not only in correcting misconceptions of students, but also in augmenting the lack laboratory capabilities of school for experiential learning especially for Genetics.  3.	Critical thinking must be used as a guiding principle in developing hands-on activities for a lecture classroom set-up.  4.	Science teachers must be aware of the presence of misconceptions in their students and teachers must update their knowledge as well as skills in designing activities to be able to address and correct these misconceptions using the latest trends in science teaching.  5.	Teachers must always remember that for primary, secondary and even tertiary students learning is best achieved when it is interactive and fun. Inclusion of group activities, games and technological advancement in teaching is highly recommended.  6.	If the study will be replicated in the future, increase the number of samples who will be participating in the study for a more valid and reliable result.       
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