Evaluating the effectiveness of suggested learning activity sheets and problem-based learning in teaching of non-Mendelian law: Enhancing conceptual understanding, problem-solving, and critical thinking skills

The purpose of this study was to evaluate the efficacy of the Problem-Based Learning (PBL) approach and Suggested Learning Activity Sheets (SLAS) in teaching Grade 9 students at Bongabong National High School in Tangub City, the Non-Mendelian Law of Inheritance in the academic year 2024–2025. The study focused on enhancing students’ conceptual understanding, problem-solving techniques, and critical thinking skills. Pre- and post-test evaluations were used in a quantitative design to gauge the effectiveness of different teaching techniques. Students showed a moderate degree of diversity in their comprehension of non-Mendelian genetics before the intervention. Students’ comprehension and capacity to comprehend intricate genetic patterns significantly improved once SLAS and PBL were implemented. The outcomes showed a noteworthy rise in student achievement, suggesting that these approaches successfully expanded their understanding of the material. Additionally, statistical analysis demonstrated a significant difference between pre- and post-test scores, confirming the intervention’s beneficial effects. According to the study’s findings, integrating SLAS and PBL greatly improves students’ genetics education while promoting stronger critical thinking and problem-solving abilities. Based on the results, it is suggested that these creative teaching strategies be implemented in order to enhance students’ learning outcomes in challenging scientific subjects.