Enhancing students’ argumentation skills using Socioscientific Issue (SSI)-based teaching in the respiratory system topic

Abstract

This research aimed to enhance students’ argumentation skills using socioscientific issue (SSI)-based teaching on the respiratory system topic. Participants were 12 grade 9 students of Maluso National High School who were purposively selected for the study. The research instruments used were an argumentation skill questionnaire and a specially designed SSI-based lesson plan on the respiratory system topic. For data analysis, the researchers used a t-test to find a significant relationship between the students’ scores before and after the intervention. Findings revealed that out of 12 students, 8 (66.7%) were considered at a good level of argumentation after learning with SSIs. With a p value < .05, a significant difference was observed in the test scores of students before the integration of SSI-based lessons (M = 3.42, SD = 1.84) and post-instruction scores (M = 6.92, SD = 2.61); t(11) = -9.23) suggesting improved argumentation leading to the conclusion of the study that the utilization of the developed respiratory SSI-based lesson during instruction inside the classroom can foster students’ argumentation skills. Consequently, the researchers recommended further research, including longitudinal studies and exploration of different SSI topics to enhance teachers’ understanding of the sustained impact and generalizability of SSI-based teaching in fostering students’ argumentation skills.