The Effectiveness of Using Padlet Application in Developing Scientific Thinking Skills of Tenth Grade Biology Students

Abstract

The goal of the current study is to determine whether using the Padlet application may have an effect on how biology students in the tenth grade develop their capacity for scientific thought. The researcher uses a quasi-experimental research design to accomplish the study's goals. 62 pupils in the tenth grade made up the study's participants; they were split into two groups: a control group (n = 31) and an experimental group (n = 31). While the latter is instructed utilizing the Padlet app, the former is instructed conventionally. Pre-post-tests of scientific thinking abilities were used to collect the data, and these tests underwent validity and reliability checks. The results showed that using Padlet to improve students' biology learning performance is helpful. Between the means of the two groups, there were statistically significant differences in favour of the experimental group, which performed better on the post-test. The outcomes also showed a statistically significant difference in favour of the experimental group for both the overall performance of skills and the score of each ability individually on the post-test of scientific thinking skills. The study came to various conclusions in light of the data, the most crucial of which is the requirement to keep using the Padlet app in instruction.