Table 4 Problems seen in DBR cycle 1, a potential reason for the problem, and redesign step
S. No. | Problems seen in DBR cycle 1 | The potential reason for the problem | Redesign |
|---|---|---|---|
GI-pedagogy | |||
A | Low effect size in the first question which evaluated learners understanding of the breeding context and corresponding hypothesis | Learners were unable to comprehend the questions | Revision of the first question statement in the pre- and post-test for better understanding |
B | Low effect size in the question of calculating the predicted value. | The calculation of independent assortment is seen in a dihybrid cross which is a more suitable topic for GI | Change of topic from monohybrid to dihybrid cross |
C | Low effect size in the question of transferring to a new context | In most of the curriculum topics, the model organism under consideration is a pea. The learners had too much prior knowledge. | Change of model organism from pea to drosophila |
Interaction with GI | |||
D | Learners struggled in predicting the result of the breeding experiment in GI | Difficulty in interacting with the interface and missing appropriate feedback | Incorporation of a video explaining the concept of Punnett square and change in the interface where a learner can draw the table with the required number of rows and columns (Fig. 9) |
E | Learners struggled to calculate the chi-square value in GI | The interface had a fixed number of rows and columns, and feedback was in the form of correct and wrong answer | The chi-square calculating interface was integrated into the video explaining why, what, and how of Chi-square. Users can draw the table for calculation with the required number of rows and columns for calculation (Fig. 10) |