The Impact of KUD Strategy on the Academic Achievement of Intermediate School Female Students in Biology

The purpose of this study was to examine the influence of the Knowledge-Understand-Do (KUD) strategy on the academic performance of intermediate female students in biology. Preliminary observations showed that 85% of students relied on traditional teaching methods, only 15% used modern approaches, and no science teacher applied the KUD strategy. To address this gap, the researcher employed the constructivist-based KUD strategy to answer the question: What is the impact of using KUD on students’ biology achievement? A null hypothesis was formulated, positing no statistically significant differences between the experimental group, taught using KUD, and the control group, taught using traditional methods. The study sample consisted of 68 female students divided equally into two groups of 34, matched for intelligence scores, prior biology knowledge, and midterm biology achievement. A 40-item multiple-choice test was developed, validated, and tested for reliability, with the effectiveness of distractors verified. Pre- and post-tests were administered to both groups, and the data were statistically analyzed. Results revealed that the experimental group achieved significantly higher scores than the control group, indicating that the KUD strategy positively impacts academic performance. Based on these findings, the study recommends adopting the KUD strategy in biology instruction, as it aligns with modern educational theories that emphasize active student engagement, collaboration, and healthy competition. Furthermore, it suggests conducting similar studies to explore KUD’s effects on other variables such as problem-solving skills, learning attitudes, and curiosity development, highlighting its potential as an effective teaching approach in science education.