ISSN: 2582-788X (Online)
Learning Station Approach for Teaching Genetics in Grade ten in Tendu Central School, Bhutan
The Learning Station Approach (LSA) is one of the strategies of Differentiated Instruction (DI) that refers to a physical location in the classroom where the teacher plans and designs activities based on the need of the students. Learning Station Approach is a new teaching pedagogy in the Bhutanese classroom context; thus, this study investigated the effectiveness of the Learning Station Approach on students’ academic achievement in genetics concept at grade ten level (Bhutanese curriculum) with a sample size of 68 students. The study employed a non-equivalent quasi-experimental design based on pre-test and post-test scores of experimental and control groups as a means of gathering data. The findings revealed that Learning Station Approach is a practical instructional approach (p<0.001) that can improve students’ academic achievement in genetics at the grade ten level. Therefore, the finding recommends teachers use Learning Station Approach to enhance students’ learning achievement.