MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

NGUYEN THI HA

APPLICATION OF CAUSAL RELATIONSHIP TO
DEVELOP COGNITIVE COMPETENCE ON GENETIC
REGULARITY OF GRADE-12 HIGH SCHOOL STUDENTS
Major: Theory and Methodology of Teaching Biology
Code: 9.14.01.11

SUMMARY OF THE DOCTORAL DISSERTATION ON
EDUCATIONAL STUDIES

HANOI – 2020


THE DISSERTATION WAS FINISHED AT:
HANOI NATIONAL UNIVERSITY OF EDUCATION

Supervisor: Assoc. Prof. Dr. Nguyen Duc Thanh

Reviewer 1: Assoc. Prof. Dr. Nguyen Phuc Chinh

Reviewer 2: Assoc. Prof. Dr. Mai Van Hung

Reviewer 3: Dr. Hoang Hu Niem

The dissertation is defensed before the Reviewer panel at institutional level at
Hanoi National University of Education
at … , on …, … 2020

The dissertation can be found at:
National library.
Library of Hanoi National University of Education.


LIST OF PUBLISHED WORKS
1.

Nguyen Thi Ha (2016). Building Content Graphs to systematize information
in teaching “Genetics” section (Biology 12). Journal of Education, Ministry
of Education and training, ISSN: 23540753, No. 376, Session 2 -2/2016,
pg.51 - 53.

2.

Nguyen Thi Ha (2016). Integrating Mathematics in guiding students to solve
Genetic problems (Biology 12). Journal of Science, Hanoi National University,
ISSN 0866-8612, Book 32, No. 1 (2016), pg.68-72.

3.

Nguyen Thi Ha (2019). Application procedures of causal relationship in
teaching to improve student‟s cognitive competence on genetic regularity,
Biology 12 – High school. Journal of Education, Ministry of Education and
training, ISSN: 23540753, No. 453, Session 1 -5/2019, pg. 40-45.

4.

Nguyen Duc Thanh, Nguyen Thi Ha (2019). Causal relationship in Genetics,

Biology 12 in High school program and orientation of teaching activities.
Journal of Education, Ministry of Education and training, ISSN: 23540753,
No. Special, 4/2019, pg. 222-226.

5.

Nguyen Thi Ha (2019). Developing procedures, criteria and tools to assess the
cognitive competence on laws of genetic phenomenon, Biology12 – High
school. Journal of Science, Hanoi National University of Education, ISSN
2354-1075, Book 64, No. 9C (2019), pg. 45-52.


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INTRODUCTION

1. Rationale
1.1. The issue of education reform has been included in the resolutions of the 9th,
10th and 11th Party Congress implemented by the Ministry of Education in the Universal
Education Program, which emphasizes capacity development for learners, which helps
learners to actively acquire and master knowledge.
1.2. Studies on cognition and cognitive competence have been invested for a long
time. Along with the society development, the issue of cognitive competence
improvement is particularly concerned. Under the Comprehensive Universal Education
Program, the competencies that students shall acquire include the general and
professional competencies. To achieve those competencies, the first competence to be
developed is the cognitive one.
1.3. In the current program of Biology 12 - High school, the logical content of genetics part
starts from the nature of genetic materials, which are genes and chromosomes, to the process of
transmitting these genetic materials at different levels, then comes the regularity of genetic
phenomena. However, the unity of this movement logic has not been thoroughly shown in

“Chapter II. Regularity of genetic phenomenon”. Most genetic rules in each lesson in Chapter II
are discovered through hybridization, which means that the process is from phenomenon to
nature, that is, induction methodology. Teaching following this process will take more time, while
important information will not be fully deploited, especially it makes learners to be passive in the
process of acquiring knowledge, hard to understand the core nature of all rule, and difficult to
decide which concepts necessary for acquiring other ones to be placed as priority. As a result, it
will make it impossible to promote the cognitive competence of learners.
In addition, when genetics has developed to the theoretical level, teaching genetic regularity
following induction methodology will take a lot of time while being unable to cover the
increasingly huge amount of information. Therefore it is necessary to find other ways to help
students easily grasp the increasing amount of genetic knowledge, ensuring their self-learning
ability, creativity, active learning, and even ability for practical application. To do that, the right
way to follow is from nature to phenomenon, that is the interpretation methodology. That is,
starting from the mechanism of genetic material transmission with specific regularity, the
mechanism of interaction among differernt genes in the genotype and between genes and the
environment to form regular traits.
1.4. From the analysis of the content of genetics and teaching methodology from nature to
phenomenon, learners need to be equipped with intellectual development at a certain level. For
high school students, their perception has reached a high level, their ability to memorize, to think,
to logical reason has well developed, thus the implementation of interpretation learning methods,
from nature to phenomenon, from cause to result, is perfectly suitable to develop their cognitive
competence.
* From the aforementioned points, with the desire to contribute to the success of
the educational innovation in general, to contribute to the innovation and improvement
of teaching quality on genetics in high school in particular, this dissertation chooses the
topic: “Application of cause-effec relationship to develop cognitive competence on
genetic regularity of Grade-12 High school students”.


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2. Research purposes
To define cause-effect relationship of genetic phenomena in living organisms, to
determine the structure of cognitive competence on genetic phenomena, thereby to apply
cause-effect relationship on teaching genetics to develop cognitive competence on the
regularity of genetic phenomena for students, contributing to improving the quality of
acquiring knowledge of this subject.
3. Research subjects and objects
3.1. Research subjects
- Causes, effects and cause-effect relationship of genetic phenomena in living
organisms.
- Teaching methodology to improve cognitive compentence on regularity of genetic
phenomena of students.
3.2. Research objects
Teaching and studying on genetics in high schools.
4. Scientific hypothesis
If it is possible to determine the relationship of a cause and an effect from logics of
regular movement and development of genetic phenomena, and teaching and studying
activities are developed based on the path from causes to effects, the cognitive
competence on regularity of genetic phenomena of students will be improved and the
quality of knowledge acquisition will be much enhanced.
5. Research limit
Based on the research on “regularity of genetic phenomena”, to determine the
causal relationship of these genetic phenomena in living organisms, to define the
structure of cognitive competence on genetic phenomena, then to apply causality in
teaching genetics to improve cognitive competence of students on genetic phenomena, to
enhance teaching quality and at the same time, to contribute to better knowledge
acquisition on this subject.
6. Research tasks
6.1. To study theoretical and practical basis for the application of causal
relationship in teaching genetics in general and “Chapter II. The regularity of

genetic phenomena” in particular to develop the cognitive capability on the
regularity of genetic phenomena of Grade-12 High school students
6.2. To analyze the structure and content of the current genetics study
programs in High schools to determine the study targets and the core content of
genetics lessons in high schools, thereby to determine the causal relationship in
genetics and identify teaching methodology on genetics in general and “Chapter II.
The regularity of genetic phenomena” in particular according to causality
6.3. To specify the structure of cognitive competence on regularity of genetic phenomena
6.4. To define the principles and procedures to identify causality
6.5. To define the teaching principles and procedures when apply causality
6.6. To specify assessment criteria on cognitive competence on regularity of
genetic phenomena when applying causality in teaching and studying
6.6. Xác định tiêu chí đánh giá năng lực nhận thức tính quy luật của hiện tượng
di truyền ở học sinh trong dạy học vận dụng quan hệ nhân quả


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6.7. To conduct pedagogical practical experiment following the orientation of
the dissertation to confirm and evaluate the mentioned hypothesis
7. Research methodology
7.1. Theoretical research method
7.2. Practical research method
7.3. Consultance of specialists
7.4. Pedagogical practical experiment
7.5. Mathematical statistical method
8. New contributions of the dissertation
8.1.Choosing and specifying some points to be the theoretical basis regarding:
Cause; Effect; Causality; cognitive competence; cognitive competence on regularity
of genetic phenomena.
8.2. Identifying the scientific basis and causality of genetic phenomena in

genetics, in general and in genetics contents in High school study program, in
particular
8.3. Defining the structure of cognitive competence on genetic phenomena.
Developing assessment criteria, tools, and tables and development lines of cognitive
competence on regularity of genetic phenomena of students
8.4. Specifying the ways and methods to organize study activities to improve
cognitive competence on regularity of genetic phenomena
9. Structure of the dissertation
In addition to the Introduction, Conclusion, Recommendation, References,
Published works and Appendice, this dissertation includes 3 chapters:
- Chapter 1: Theoretical and practical basis of the reseach topic.
- Chapter 2: Causality application to improve cognitive competence on regularity of
genetic phenomena of Grade-12 High school students.
- Chapter 3: Pedagogical practical experiment.
Chapter 1
THEORETICAL AND PRACTICAL BASIS OF THE RESEARCH TOPIC

1.1. Domestic and foreign researches relevant to the research topic
* Regarding cause, effect and causality
Causality is one of the central themes of early philosophy, scientific philosophy as
well as current modern science. From ancient times to the beginning of the twenty-first
century, philosophers, educators, and scientists have all affirmed that causality is an
indispensable rule of the objective reality.
A number of authors have mentioned causality as an indispensable relationship in
many fields. The study of causality gives us the methodology of the existence and
development of different things and phenomena in nature. The causal relationship has
been mentioned by different authors in many different fields of science. In the field of
Biology in general and in genetics in particular, the cause-effect relationship is particularly
important, good cognition of the causal relationship helps learners improve and develop



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their cognitive competence on the regularity of genetic phenomena, which is the main
content of this dissertation.
*Regarding cognitive competence and development of cognitive competence
Competence development for learners, especially cognitive competence has been
focused for a long time. Ever since ancient times, the issue of cognition, and
learning/studying has been concerned, it appeared with the emergence of humankind.
Cognitive competence and development of cognitive comptence is a great concern
of the whole world, including Vietnam. Studies on the competency of learners have been
of particular interest in recent years. There have been many studies on cognitive
competence. These works focus on the research on cognitive competence in general,
cognitive competence in basic sciences in particular. This shows that cognitive
competence is the most necessary competence to study basic science subjects, including
Biology. Therefore, the dissertation studies to develop developing that cognitive
competence on the regularity of genetic phenomena, which is highly practical.
* Regarding genetics and teching methodology in genetics
Modern genetics and information about genetic process appeared in the end of 19th
century. By the 20th century, the doctrines of Mendel, Morgan were taught in schools.
The teaching of genetic laws follows the historical process, starting from Mendel‟s
genetic laws to Morgan‟s laws. Each genetic law is taught following an inductive
manner (Experiments  Experimental explanation and interpretation  Statements 
Cytological basis). However, to date, genetics has exploded with a huge amount of
information, it can be said that genetics has evolved to the theoretical level, so in order
to help students to grasp such a huge amount of genetic information and at the same time
to develop their ability to discover and to perceive the regularity of genetic phenomena,
interpretation teaching methodology (Cytological basis  Statements  Experiments)
is of special interest.
1.2. Theoretical basis
1.2.1. Causality

1.2.1.1. Concept of cause
A cause is a factor affecting things, phenomena that make new things or
phenomena appear.
1.2.1.2. Concept of effect.
An effect is the emergence of new phenomena, things due to the interaction of
diffent aspects in one thing or among different things.
1.2.1.3. Concept of relationship
A relationship is a certain association between two or more different things, in
which any change of one thing shall affect the other(s).
1.2.1.4. Concept of causal relationship
A causal relationship is a reciprocal interaction between a cause and an effect, of
which a cause is the factor affecting things, phenomena that results in the emergence of
new things or phenomena.
1.2.2. Cognitive competence
1.2.2.1. Concept of competence
Competence is the ability of an entity to flexibly and rationally organize information and


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skills with such attitudes, values, and motivation to meet the complex requirements of an
activity, to ensure good results shall be achieved in a given context (situation).
1.2.2.2. Concept of cognition
Cognition is the process of reflection and regeneration a reality in human thinking.
1.2.2.3. Concept of cognitive competence
Cognitive competence is the ability to reflect and regenerate objective reality in human
thinking, through the process of problem solving in a definite logic.
1.2.3. Cognitive competence on regularity of genetic phenomena
1.2.3.1. Concept of law
A law is the result of the cognition of the intrinsic, natural, popular and sustainable
relationship of things and phenomena manifested in their movement and development.

That is, its development movement trend is reflected in scientific terms.
1.2.3.2. Concept of regularity
Regularity is the tendency to manifest the inevitable and inherent movement in the
objective reality due to the intrinsic, natural, popular and sustainable relationships of
prescribed things and phenomena.
Therefore, regularity shows 2 main following points:
- The manifestation of the inevitable trend.
- The cause of the inevitable trend.
1.2.3.3. Concept of regularity of genetic phenomena
Regularity of genetic phenomena is a type of regularity expressed in the process of
passing genetic materials through different generations.
1.2.3.4. Concept of cognitive competence on regularity
- Cognitive competence on regularity is the ability to perceive the intrinsic
relationships of things and phenomena showing the inevitable trend of their movement
and development.
- From this concept of “Cognitive competence on regularity”, it can be defined that
the structure of regularity cognitive competence consists of 5 skill components
including: (1)Recognizing inevitable tendency of expression; (2)Indicating the cause of
that inevitable tendency of expression; (3)Explaining the relationship between causes
and effects; (4)Expressing regularity by propositions; (5)Applying these information of
regularity to practical life or study.
1.2.3.5. Cognitive competence on regularity of genetic phenomena
- Cognitive competence on regularity of genetic phenomena is the ability to explore
and apply regularity of genetic phenomena.
- From this concept of “Cognitive competence on regularity of genetic phenomena”, it
can be defined that the structure of cognitive competence on regularity of genetic
phenomena consists of 5 component skills including: (1)Recognizing inevitable tendency of
genetic phenomena; (2)Indicating the cause of that inevitable tendency of genetic
phenomena; (3)Explaining the relationship between causes and effects of genetic
phenomena; (4)Expressing regularity of genetic phenomena by propositions; (5)Applying

these information of regularity to explain different genetic phenomena.
1.3. Practical basis
1.3.1. Current situation of teacher’s cognition on causality in genetics in grade 12 –


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High school and teaching methodology of “Chapter II. Regularity of genetic
phenomena”
According to the investigation of the current situation, the following conclusions
can be drawn:
- Most teachers of Biology at high schools are aware of the core knowledge of
genetics. However, they are still generally confused about causality in genetics.
- In “Chapter II. Regularity of genetic phenomena”, most of these teachers are able
to define the causes of regularity of each lesson. However, they are still confused and
unable to generalize these information into common cause of the whole chapter.
- Regarding their teaching methodology, they keeps following such method starting
from specific events, or experiments  tendency  cause of that tendency. A few of
teachers apply such teaching methodology from the motor mechanism of genetic
materials in which the cause and effect are well defined  tendency  explanation by
experiments.
1.3.2. Current situation of students on causality expressed in “Regularity of genetic
phenomena” and their ability to apply causality to recognize “Regularity of genetic
phenomena” in Grade 12 – High schools.
According to the investigation on current situation of student‟s cognition, it can be
concluded that:
- Currently, the number of students losing their interest in Biology in general and
Genetics section in particular is very high.
- When studying “Chapter II. Regularity of genetic phenomena”, students are able
to understand the nature of different laws based on their grasp of cytological basis.
However, it is still difficult for them to generalize the causality expressed in “Regularity

of genetic phenomena”.
- Student‟s ability to apply causality to recognize “Regularity of genetic
phenomena” is still limited.
Conclusion of Chapter 1
In the world and in Vietnam, there have been a number of researches on competence.
However, in the system of competencies, the capability to perceive the regularity of genetic
phenomena has not been studied yet. In particular, no researcher has ever mentioned the
method to develop student‟s competence through the application of causality shown in the
regularity of genetic phenomena. After our overview of these works, according to the
psychological characteristics of high school students, based on the practical demand to
understand the knowledge of genetics, it is possible to give the essential attributes of
cognitive competence on regularity of genetic phenomena and definition of cognitive
competence on regularity of genetic phenomena; Recognize genetic phenomena with
regularity; Identify the cause of regular genetic phenomena; Express the relationship
between causes and effects of genetic phenomena; State genetic regularity; Apply these
rules to explain genetic phenomena.
According to the analysis of the structure of cognitive competence on regularity of
genetic phenomena, it is possible to identify skill components of this competence that need
to be trained and assessed to determine the cognitive development of students. These


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component skills of cognitive competence on regularity of genetic phenomena include: the
skill to recognize genetic phenomena with regularity; skill to identify the causes of regular
genetic phenomena; skill to express the relationship between causes and effects of genetic
phenomena; skill to interprete regular genetic phenomena; skill to apply rules to explain
genetic phenomena.
These are important orientations for further study to propose suitable procedure and
organization to apply causality to develop the capacity to recognize cognitive competence
on regularity of genetic phenomena.

We have conducted a survey on the current situation of teachers with some issues
as follows: The conception of the Biology teachers on the core knowledge of genetics;
Awareness of teachers about the causes and results in genetics; Measures and ways that
teachers use to teach “Chapter II. Regularity of genetic phenomena”. The survey results
show that most teachers have proper perception of the core knowledge of genetics, the
causes of the results of the genetic phenomenon in particular, but they are not active to
teach “Chapter II. Regularity of genetic phenomena” following the path from cause to
effect to shorten teaching time, and to improve cognitive capacity of students.
We have carried out an investigation on the situation in students with a number of issues
as follows: Student‟s consciousness with Biology in general and genetics in particular;
Student‟s perceptions of causality shown in “Chapter II. Regularity of genetic phenomena”;
The ability of students to apply causality to perceive “regularity of genetic phenomena”. The
survey results show that students are not interested in Biology in general and genetics in
particular. Their ability to perceive the regularity of genetic phenomenon following causality
is limited, the ability to apply causality to perceive the regularity of genetic phenomena is not
yet available. These above issues require teachers to find proper ways to help students
interested in Biology in general and genetics in particular, while improving their cognitive
competence on the regularity of genetic phenomena.
Chapter 2
APPLICATION OF CAUSALITY TO IMPROVE COGNITIVE COMPETENCE
ON REGULARITY OF GENETIC PHENOMENA
OF GRADE-12 HIGH SCHOOL STUDENTS
2.1. Analysis of the goals and content structure of genetics section in High school
2.1.1. The goals of genetics section in High school
Specific objectives of genetics section:
- Define that each organism‟s characteristics are determined by genes located on
chromosomes, and genes located in cytoplasm.
- Present structures of genes and chromosomes (genetic materials).
- Describe genetic mechanisms, including mechanisms of genetic material
transmission through different cell generations, body generations, population and

mechanisms of expression of genetic characteristics.
- Identify trends of inevitable expression of genetic characteristics and their causes.
- Present different experiments to prove genetic mechanisms.
- Explain the causes and mechanisms of variations.


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- Present applications of genetic information in daily life and production.
- Present medical genetics, genetic counseling, and gene therapy.
From these contents, the core objectives of genetics in Biology 12 are identified as
follows:
According to these objectives, the core objectives of teaching genetics in Biology 12 are:
- Students are able to identify that genetic phenomena with regularity are
determined by genetic materials (genes) in cells and passed on to the next generation
through strict mechanisms.
- From mastering genetic mechanisms, students can apply in many fields such as
production, daily life, and medicine, etc. Thereby improving their study competence.
2.1.2. Structure of the genetics section in the current program of Biology 12 – High school
The genetics section in the current program of Biology 12 consists of 5 topics
which are presented as follows:
Topic 1: Genetic mechanisms and variation
There are 2 main problems in topic 1, which are:
- Structure and functions of genes (regulating body characteristics), mechanism of
genetic information transmission, mechanism of regulation of gene activities, and
mechanism of gene mutation.
- Structure and functions of chromosomes, chromosomal transmission mechanism
among differetnt generations, and chromosomal mutation mechanism.
Topic 2: Regularity of genetic phenomena
Main content of topic 2 is “The inevitable tendency (regularity) to transmit genetic
characteristics from parents to their descendants” and “Causes (mechanism) of the

inevitable tendency.
Topic 3: Genetics in population
Main content of topic 3 is to identify the tendency of inevitable expression of the
genotypic composition of specific populations in each generation, according to different
reproductive characteristics.
Topic 4: Applications of genetics
Main content of this topic is to apply the movement of genetic materials to the
creation and selection of new varieties for production purposes.
Topic 5: Genetics in human being
In topic 5, although the main criterion is Genetics in Human being, but this topic
mainly focuses on Medical Genetics, which is the application of the understanding of
human genetics to medicine, to explain and diagnose, prevent, limit and treat certain
medical conditions, or to provide information about the possibility of inherited diseases,
thereby giving appropriate medical advice.
According to the content of these 5 topics in the current program as well as in the
new program, the fundamental and core study contents are:
- All body characteristics are regulated by genes in cells.
- All characteristics inherited by parents to their children and grandchildren
following a certain trend are due to the mechanism of genetic material transmission and
the mechanism of expression of genetic materials with the effects of prescribed
circumstances.


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* To help learners grasp such two important core issues as: Genetic characteristics
are manifested according to an inevitable tendency (regularity) and the causes for the
expression of that inevitable tendency of genetic characteristics, it is possible to choose
the path from genetic phenomenon  comment on the trend of inevitable expression 
determine the cause of that regularity, or vice versa: From the main cause  tendency of
expression  examples to prove.

According to the teaching objectives and characteristics and contents of genetics
section as mentioned above, it can be said that the path from genetic mechanism (causes)
to tendency of expresson of that genetic phenomenon shall prevails.
2.2. Determine causality in Genetics section in Biology 12 – High school
2.2.1. Procedures to determine causality in Genetics section in Biology 12 – High school
2.2.1.1. Principles to develop the procedures
- Properly reflex the pair of categories “Cause – effect”.
- Reflex the level of outline, generalization.
- Ensure systematicity.
2.1.1.2. General procedures
There are generally 4 steps: (1)Define teaching objectives of genetics section;
(2)Specify core contents of genetics section; (3)Determine causes and effect in pairs;
(4)Present the relationship between causes and effects.
2.1.1.3. Explanation of the procedures
Step 1: Define teaching objectives of genetics section
The most common objective is to discover the movement laws of genetic materials
and the mechanisms of that regularity; The regularity of expression of biological
characteristics and the cause of that trend. Applying different knowledge to study and
solve practical problems.
Step 2: Specify core contents of genetics section
- Core content is the generalized content, dominating the others.
- To identify the core content of genetics section, it is necessary to determine:
Content of each topic, thereby generalizing the theme of main contents in all topics in
genetics section; then defining the content theme of the whole genetics section. On that
basis, the core knowledge of the whole genetics section is determined. In essence, the
core knowledge of genetics section in Biology 12 is the transmission tendency of genetic
materials from parents to their offspring and the expression tendency of genetic
information contained in genetic materials.
Step 3: Determine causes and effects in pairs
To determine causes and effects in pairs is to identify that “this mechanism shall

result in which effect”.
- Analyze each core content of genetics section to determine original factor (cause)
and effect of defined expression tendency, or vice versa, from defined expression
tendency, to determine its cause.
- After determining the cause-effect pair in each core content, generalize all causeeffect pairs and arrange them into a system of causality.
Step 4: Present the relationship between causes and effects
Each cause-effect pair shall be presented in clauses to connect a cause and an effect


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into one causal relationship.
2.1.1.4. Explanation examples
The explanation examples are presented in such pages from 63 to 64 in the disseration.
2.2.2. Result of determination of causality
2.2.2.1. Causality in the genetics section in Biology 12 – High school in general
There are many different types of causes with corresponding effects. This
dissertation only focuses on causes of genetic phenomena and their corresponding
effects which are inevitable expression trends (regularity) of genetic phenomena.
Therefore, a cause is the mechanism and an effect is the expression trend of genetic
phenomena determined by the corresponding mechanism.
Regarding causality in philosophy as well as in genetics, there can be the following
expressions:
- Expression of causal chains, such as the relationship between genes (a segment of
the DNA molecule) and the trait.
- Expression in a causal pair, such as a fecal reduction mechanism - each allele in a
gene pair coming to a gametes.
The expression in series or in pairs depends on the scope of consideration. In this
dissertation the causal relationship in transmitting genetic information through
generations will be studied.
2.2.2.1. Causality expressed in “Chapter II. Regularity of genetic phenomena” in

particular
The causal relationship shown in chapter 2 is exactly two types of successive
relationships. The first type is the relationship between the transmission mechanism of
genetic materials from the previous generation and the effect which is the genetic
materials created in the next generation. The second type is the relationship between the
mechanism of interaction among alleles in the genotype and between alleles with the
environment, and the effect being a specific phenotype expressed in an inevitable trend.
In the transmission of genetic information, the causal relationship is expressed in
the mechanism of transmitting genetic information from the core to the cytoplasm, the
mechanism of transmitting genetic information from parents to children (in sexual
reproduction type), and the mechanisms of interactions between genes in the genotype
and genes with the environment.
2.3. Applying causality in teaching to improve cognitive competence on regularity
of genetic phenomena
2.3.1. Orientation in teaching genetics section in Biology 12 – High school
- The first orientation in teaching genetics in Biology 12 - High School is to organize
proper learning activities for students to master the most common, most general and most
nature of causal pairs that govern all genetic phenomena mentioned in Biological 12 textbook,
which is “genetic mechanisms - genetic characteristics expressed in certain trends”. In genetic
mechanisms, two sequential mechanisms to be focused are the mechanism of transmitting
genetic information (genes) to create a gene combination in the next generation and the
mechanism of interaction among different genetic information (which are actually genetic
products) and between genetic information with the environment resulting in body
characteristics in the next generation.


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- The second orientation is to apply the acquired knowledge about the mechanism of
genetic information transmission and the mechanism of interaction among different genes and
between genes with the environment to guide students to explore specific cases by

themselves.
- The third orientation is that in each specific case, students should be guided to
understand from the mechanism leading to the expression following an inevitable trend.
2.3.2. Procedures of teaching organization
2.3.2.1. Priciples to develop the procedures
- Demonstrating a cognitive process.
- Demonstrating the characteristics of the cognitive method of the object to be
discovered.
- Demonstrating the training objectives of cognitive competence on regularity of genetic
phenomena.
- Demonstrating the system.
2.3.2.2. General procedures
There are 5 steps to organize a teaching activity as follows: (1)Assigning learning tasks;
(2)Guiding students to perform the assigned tasks; (3)Organizing to help students to explore
effects and causes from their performance of the learning tasks; (4) Arranging to help students
to express conclusions in a causal manner; (5)Students apply their knowledge.
2.3.2.3. Explanation
Objectives, contents and implementation of each step mentioned above are
understood as follows:
Step 1: Assigning learning tasks
- Objective: To create student‟s motivation, excitement, increase student‟s
activeness in acquiring knowledge and develop their cognitive competence on the
regularity of genetic phenomena.
- Content: Assigning learning tasks is essentially to raise new learning or cognitive
problems, based on existing information that the teacher introduces to the whole class
or the teacher cleverly suggest for students to find out by themselves.
- Implementation: The forms of expressing learning tasks may be in an assignment, a
question or a request. The important thing in a learning task is that it must contains
conflicts that need to be resolved and that students are able to solve. This dissertation uses
exercises to state learning tasks.

Step 2: Guiding students to perform the assigned tasks
- Objective: To instruct students to identify what they are looking for and use their
existing knowledge as a basis to identify the way or method to solve the mentioned task.
Use the appropriate method to find the assigned problem.
- Content: After students become aware of the assigned learning task, teachers
need to help students identify what is the problem to be solved or found out? What is
the existing knowledge to be their basis?
- Implementation: Teachers may raise questions or suggestions for students to
solve.
Step 3: Organizing to help students to explore effects and causes from their
performance of the learning tasks


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- Objective: The objective of this step is that students are able to identify genetic
phenomena with regularity, the cause of these phenomena as a result of their tasksolving activities.
- Content: According to the task-solving activities in step 2, teachers use a system of
questions and suggestions to help students with their own thinking to identify the right
phenomenon to be found in the list of phenomena in their learning task. According the
correctly found phenomenon, to identify which cause corresponds to that phenomenon. Then
state the cause and the corresponding effect.
- Implementation: Teachers may apply group activities for students to discuss,
debate, and identify possible causal pairs from problem-solving results.
Step 4: Arranging to help students to express conclusions in a causal manner
- Objective: The goal of this step is that students can express the relationship between
cause and effect with a proposition that matches the lesson objectives.
- Content:
+ Organizing students to express their conclusions in a cause-and-effect relationship, that is,
teachers give some suggestions that students can write a causal pair with hyphen (-) from the
name of a cause, and a corresponding effect. Then, following the teacher‟s suggestion, to express

the tendency of the inevitable expression of that effect with scientific propositions.
+ The content of step 4 is to train students to gradually improve their ability to express
learning content with their own perceptions.
+ By the oriented suggestions of teachers to find causes and effects as in step 3 and
practice to express in their own language, students will gradually improve their self-reliance
in learning, then they will be able to study by themselves with similar problems.
- Implementation: Teachers can organize students to work in groups or individually
to practice themselves with the expression of causality in their own language.
Step 5: Students apply their knowledge
- Objective: To ensure grasped knowledge to be fully applied in solving genetic
problems in practice and being a tool to discover other knowledge.
- Content: Applying knowledge in this step includes the following types:
+ Applying studied causality to find other causality required by teachers which is in the
same format but different in expression.
+ Expressing the regularity of the expressed phenomenon which is in the same format
but different in expression.
+ Applying the studied causal relationship to solve practical problems.
- Implementation: Teachers assign practical exercises or experiments that scientists
have performed or assign students to do their own experiments at home.
2.3.2.4. Explanation examples
The explanation examples are presented in such pages from 78 to 81 in the disseration.
2.4. Assessment procedures of cognitive competence on regularity of
genetic phenomena and genetics knowledge
2.4.1. Developing a set of assessment criteria
Objective: To develop a set of assessment criteria, used to evaluate component
skills of cognitive competence when students perform cognitive activities on regularity
of genetic phenomena and to assess their level of genetics knowledge acquisition.


13

Content: The set of criteria to evaluate the cognitive competence on regularity of
the genetic phenomenon is the table of assessment criteria and the marking scale
developed according to Circular 58 of the Ministry of Education and Training [82] to
assess the level of acquiring genetics knowledge.
2.4.1.1. Developing a set of assessment criteria to evaluate cognitive competence
on regularity of genetic phenomena
Objective: To develop a set of assessment criteria to evaluate different skills of
cognitive competence on regularity of genetic phenomena.
Content:
- The teaching process to develop cognitive competence on regularity of genetic
phenomena is a process associated with successive elemental skills. However, the fifth
elemental skill in the structure of cognitive competence on regularity of genetic
phenomena is performed based on the proficiency of the four frontal skills, so students
can be considered to develop their cognitive competence on regularity of genetic
phenomena when they well perform the first 4 elemental skills. Therefore, the evaluation
criteria table is developed based on 4 criteria denoted as A, B, C, D based on 4
component skills (skill 1, skill 2, skill 3, skill 4) of cognitive competence on regularity of
genetic phenomena. There are 2 manifestations in each elemental skill of the cognitive
competence on regularity of genetic phenomena, therefore, each assessment criterion
shows 2 corresponding manifestations.
- According to the set out criteria, and manifestations of each criterion, there are 3
levels of expression of each criterion: There are no operations performed (M1 level); There
are operations performed but not effective (M2 level); Proficient and effective
performance (M3 level).
Usage:
- In the first stage of the teaching process to develop cognitive competence on
regularity of the genetic phenomena (In the first lesson), we use the table “criteria to
monitor the level of achievement in cognitive competence on regularity of the genetic
phenomena” which are developed to monitor expressions of each set of criteria.
- In the next stage of the teaching process to develop cognitive competence on

regularity of the genetic phenomena, when the cognitive competence of students has
been improved and developed, the table “Assessment criteria of cognitive competence
on regularity of the genetic phenomena” is used for eveluation. In this table, for each
criterion, we only focus on evaluating the highest expression of that criterion.
2.4.1.2. Developing criteria to assess the level of acquiring genetics knowledge
- To evaluate the level of acquiring genetics knowledge, the marking scale is
developed according to the Circular 58 of the Ministry of Education and Training for
non-specialized high schools.
2.4.2. Designing marking scale and developing development line of cognitive
competence on regularity of genetic phenomena
2.4.2.1. Designing marking scale of cognitive competence on regularity of genetic
phenomena


14
Objective: The marking scale quantifies each elemental skill of cognitive competence on
regularity of genetic phenomena to determine the level of competence achieved.
Implementation: To design a scale of cognitive competence on regularity of genetic
phenomena, we use the method of specialist, based on the difficulty of the component
skills and the level of proficiency of each skill in cognitive competence on regularity of
genetic phenomena, after determining the skill level, we experimentally examine and
correct these levels.
Content of the marking scale:
According to the table of “Assessment criteria of cognitive competence on
regularity of the genetic phenomena”, there are 4 criteria set out to evaluate which are
criteria A, B, C, and D corresponding to 4 elemental skills in cognitive competence on
regularity of the genetic phenomena (skill 1, skill 2, skill 3, skill 4).
The evaluating scale of cognitive competence on regularity of the genetic
phenomena is divided into 4 different levels of development. This division is similiar to
the development levels of cognitive competence on regularity of the genetic phenomena

as in the following table:
Table 2.1. Evaluating scale of cognitive competence
on regularity of the genetic phenomena

Achievement in each
criterion (skill)
4
3
2
1

Proficient
High level
Low level
No skills

Identifying
genetic
phenomenon
that follow an
inevitable trend
(A)
A=3
A=3
A≥2
A≤2

Determining the
Describing the
Stating the

cause of genetic
relationship between regularity of
phenomenon that
the cause and effect that genetic
follow an inevitable
of that genetic
phenomenon
trend (B)
phenomenon (C)
(D)
B=3
B=3
B≥1
B=1

C=3
C≥2
C≥1
C=1

D=3
D=2
D=1
D=1

* According to the marking scale, it is possible to develop the competent
development line showing the level of formation and development of cognitive
competence on regularity of the genetic phenomena of students.
2.4.2.2. Development line of cognitive competence on regularity of genetic phenomena
According to 4 development levels of cognitive competence on regularity of the

genetic phenomena, according to the building principle, the development line of
cognitive competence on regularity of the genetic phenomena is presented in the
diagram 2.1.


15

Diagram 2.1. Development line of cognitive competence on regularity
of the genetic phenomena
2.4.3. Developing a set of assessment tools of cognitive competence on regularity of
genetic phenomena
To assess the cognitive competence on regularity of the genetic phenomena, the
applied assessment tools are genetic exercises and accompanying evaluation form.
2.4.3.1. Designing exercises to evaluate cognitive competence on regularity of
genetic phenomena.
Genetic exercises used as an assessment tool are designed with a system of
questions to evaluate each skill of cognitive competence on regularity of genetic
phenomena.
2.4.3.2. Assessment steps of cognitive competence on regularity of genetic
phenomena
The evaluation process includes the following steps: (1)teachers assign evaluation
content, genetic exercises with a system of questions to assess the development of
cognitive competence; (2)teachers require students to answer these questions;
(3)teachers evaluate student‟s cognitive competence.
Conclusion of chapter 2
The dissertation has generalized the main genetic content in High school‟s Biology
program in general to see the logic between different subjects of genetics module, which
is causality, that is, the previous topic is the cause of the following one. The core content
of genetics section is “the transmission of genetic information” and “Expression of
genetic information”, thereby it can be determined that the common cause of „the

transmission of genetic information‟ is due to mechanisms transmitting genetic
information which is actually the movement mechanism of genetic material; The
common cause of “the expression of genetic information” is the expression mechanism
of genetic information which is essentially the interaction among genes in the genotype
and between genes with the environment. “Chapter II. Regularity of genetic phenomena”
is particularly analyzed to see clearly the causal relationship.
The study and analysis of the above mentioned content is the basis to develop a


16
procedure to specify a causality including: Defining teaching objectives of genetics
section; Defining core contents of genetics section; Specifying causes-effects in pairts;
Describing relationship between a cause and an effect.
Applying the causality shown in the regularity of genetic phenomena as a tool to
develop the cognitive competence on regularity of genetic phenomena. On that basis, to
establish teaching procedures to apply causality to develop the cognitive competence on
regularity of genetic phenomena including the following steps: Assigning learning tasks;
Instructing students perform the assigned tasks; Organizing to help students to explore
results and causes from the performance of learning tasks; Organizing to help students to
express conclusions of causality; Applying knowledge into practice.
According to the requirements of genetic knowledge to be grasped and expression of
cognitive competence on regularity of genetic phenomena to build a path to develop the
capacity to recognize the law of genetic phenomena. set up a set of criteria to assess the
cognitive capacity to calculate the rules of genetic phenomena and criteria to assess the level
of acquiring knowledge, building a set of evaluation tools to evaluate cognitive competence
laws of genetic phenomena and assess the level of acquiring genetic knowledge.
Chapter 3
PEDAGOGICAL PRACTICAL EXPERIMENT

3.1. Objectives of pedagogical practical experiment

Pedagogical practical experiments are conducted to verify the scientific hypothesis
of the dissertation topic.
3.2. Methodology of pedagogical practical experiment
The methodology of pedagogical practical experiment is described clearly in section 7.4.
3.3. Content of pedagogical practical experiment
Pedagogical practical experiments cover all content of “Chapter II. Regularity of
genetic phenomena”.
3.4. Evaluation contents, tools, and methods
- Evaluation contents are all elemental skills of cognitive competence on regularity
of genetic phenomena.
- Evaluation tools are exercises and tests.
- Evaluation methods: Test and evaluate levels of perceived skills and manage the results.
3.5. Results
3.5.1. Quantitative analysis of experimental results
3.5.1.1. Evaluation on development levels of cognitive competence
 Statistics of all tests and evaluation in the control group and the experimental
one in terms of the levels of perceived competence
Using the evaluating scale of perceived competence level to compare with the
statistical table of perceived cognitive competence on regularity of genetic phenomena in
the control and experimental groups shown in table 3.1.


17

Percentage

Table 3.1. Ratio of perceived competence levels according to tests and evaluation
in the control (CO) and experimental (EX) groups
Test
N0 1

N0 2
N0 3
N0 4
N0 5
Statistics
EX
CO
EX
CO
EX
CO
EX
CO
EX
CO
Valid
207 204 207 204 207 204 207 204 207 204
N
Missing
0
0
0
0
0
0
0
0
0
0
Level 1

80,7 79,9 60,4 70,1 6,3 16.7
Level 2
19,3 20,1 29,5 24,5 67,1 70,6 8,7 24,5 2,9
8,3
Level 3
10,1 5,4 26,6 12,7 64,3 61,3 21,3 50,5
Level 4
27,1 14,2 75,8 41,2
Total
100 100 100 100 100 100 100 100 100 100
Data in table 3.1 show that students‟ cognitive competence increases gradually,
especially that of the experimental group increases faster than the control group. After 5
tests, the experimental group reached level 4 with a higher ratio (75.8%) while that of
the control group is much lower (41.2%).
 Verifying the difference in percentage in different tests and evaluation in
experimental and control groups and control the level of perceived cognitive
competence on regularity of genetic phenomena
In order to verify the significance of the difference in the percentage of perceived
cognitive competence through the tests, correlation analysis is applied (Pearson
correlation with significance level <0.05) in terms of the percentage through tests with
the following hypothesis:
- H0: No difference in terms of perceived competence after tests.
- H1: There are differences in terms of perceived competence after tests.
Table 3.2. shows the analysis results.
Bảng 3.2. Verifying the difference in percentage in different tests and evaluation in
experimental (EX) and control (CO) groups in terms of perceived competence

Level 1

EX


CO

CO EX

50,6

49,4 100

49,4 50,6 100

100

0,039a

1

0,844

N0 2

46,6

53,4 100

55,0 45,0 100

65,6 34,4 100

5,402a


2

0,067

N0 3

27,7

72,3 100

49,1 50,9 100

67,9 32,1 100

19,833a

2

0,000

26,5 73,5 100

51,6 48,4 100

65,9 34,1

100 23,863a

2


0,000

65,1 34,9

a

2

0,000

29,9 70,1 100

CO

EX

df

N0 1

26,1 73,9 100

EX

Value

CO

N0 5


CO

Level 4

EX

N0 4

EX

Level 3

Asymp. Sig.

Level 2

(2-sided)

LEVELS OF ACHIEVEMENTS EFFECTED EACH TESTS

CO

100 51,034

The results shown in Table 3.2 show the difference in the percentage of the level of
cognitive competence achieved through the tests as follows:


18

- In the 1st and 2nd tests, p values (Sig. (2-tailed)) are all greater than 0,05 The
difference in percentage of student‟s perceived competence level is not statistically
significant.
- In the 3rd, 4th, and 5th tests, p values (Sig.(2-tailed)) are all smaller than 0,05 
Rejecting the Ho hypothesis, accepting H1 one, which means that the difference in the
percentage of student‟s perceived competence in these tests is statistically significant.
The test results show that the development of student‟s cognitive competence is caused
by the impact of experimental factors, but not by accident.
 Statistis of tests and evaluation in the control and experimental groups in
terms of perceived levels of elemental skills of cognitive competence on regularity of
genetic phenomena
Make use of evaluating scale of perceived levels of elemental skills of cognitive
competence on regularity of genetic phenomena, comparing with the statistic table of
perceived levels of elemental skills of the control and experimental groups. Details are
shown in table 3.3.
Table 3.3. Statistis of tests and evaluation in the control and experimental groups in
terms of perceived levels of elemental skills of cognitive competence on regularity of
genetic phenomena
N0 1

Test
Result
Skill-1 Level 1
Level 2
Level 3
TOTAL
Skill- 2 Level 1
Level 2
Level 3
TOTAL

Skill- 3 Level 1
Level 2
Level 3
TOTAL
Skill-4 Level 1
Level 2
Level 3
TOTAL

N0 2

EX (%) CO (%) EX (%)
26,1
66,2
7,7
100,0
80,7
19,3
0
100,0
100,0
0
0
100,0
100,0
0
0
100,0

26,5

65,7
7,8
100,0
79,9
20,1
0
100,0
100,0
0
0
100,0
100,0
0
0
100,0

20,3
54,1
25,6
100,0
60,4
25,6
14,0
100,0
87,4
5,3
7,2
100,0
89,9
10,1

0
100,0

CO (%)
21,6
57,4
21,1
100,0
70,6
17,2
12,3
100,0
88,7
6,4
4,9
100,0
94,6
5,4
0
100,0

N0 3

N0 4

N0 5

EX (%) CO (%) EX (%) CO (%) EX (%) CO (%)
0
6,3

93,7
100,0
6,3
0
93,7
100,0
6,3
83,1
10,6
100,0
73.4
26,6
0
100,0

0
16,7
83,3
100,0
16,7
0
83,3
100,0
23,0
68,6
8,3
100,0
87,3
12,7
0

100,0

0
0
100,0
100,0
0
0,0
100,0
100,0
0,5
8,7
90,8
100,0
8,7
64,3
27,1
100,0

0
0
100,0
100,0
0
1,0
99,0
100,0
1,5
18,1
80,4

100,0
24,5
61,3
14,2
100,0

0
0
0
100,0
0
0
100,0
100,0
0
13,0
87,0
100,0
2,9
21,3
75,8
100,0

0
0
0
100,0
0
0
100,0

100,0
0
31,4
68,6
100,0
8,3
50,5
41,2
100,0

Data in table 3.3. shows that, after each test, each skill component of cognitive
competence experiences changes in the direction of decreasing in level 1, and increasing
in level 2 and especially level 3. The increase and decrease were evident in both
experimental and control groups, but the experimental group experience deeper decrease
in level 1 and much more increase in level 3 in all skills.
 Verifying the difference in percentage among different tests and evaluation in
experimental and control groups in terms of performance levels of elemental skills of
cognitive competence


19
In order to verify the significance of the difference in the percentage of performance
levels of elemental skills of cognitive competence through the tests, correlation analysis is
applied (Pearson correlation with significance level <0.05) in terms of the percentage
through tests with the following hypothesis:
- H0: No difference in terms of performance levels of elemental skills of cognitive
competence through the tests.
- H1: There are differences in terms of performance levels of elemental skills of
cognitive competence through the tests.
Table 3.4. shows the analysis results.

Table 3.4. Verifying the difference in percentage among different tests and evaluation in
experimental and control groups in terms of performance levels of elemental skills of
cognitive competence.

N0 5

8,3

CO

Asymp. Sig.
(2-sided)

N0 4

2,9

1,5
24,5

EX

df

N0 3

0,5
8,7

16,7

23,0
87,3

CO

Value

N0 2

6,3
6,3
73,4

26,5
79,9
100
100
21,6
70,6
88,7
94,6

EX

Total

N0 1

26,1
80,7

100
100
20,3
60,4
87,4
89,9

CO

LEVEL 3
Total

EX

Total

component
skills

Tests

Skill 1
Skill 2
Skill 3
Skill 4
Skill 1
Skill 2
Skill 3
Skill 4
Skill 1

Skill 2
Skill 3
Skill 4
Skill 1
Skill 2
Skill 3
Skill 4
Skill 1
Skill 2
Skill 3
Skill 4

Level of implementing component skills
LEVEL 1
LEVEL 2

66,2
19,3

65,7
20,1

65,9
19,7

7,7

7,8

7,8


0,011a
0,039a

2
1

0,994
0,844

54,1
25,6
5,3
10,1
6,3

57,4
17,2
6,4
5,4
16,7

55,7
21,4
5,8
7,8
11,4

25,6
14,0

7,2

21,1
12,3
4,9

23,4
13,1
6,1

11,4
14,6
80,3

83,1
26,6

68,6
12,7

75,9
19,7

93,7
93,7
10,6

83,3
83,3
8,3


88,6
88,6
9,5

1,176a
5,299a
1,145a
3,233a
10,944a
10,944a
23,169a
12,410a

2
2
2
1
1
1
2
1

0,556
0,071
0,564
0,072
0,001
0,001
0,000

0,000

1,0
16,5

0,0
8,7
64,3

1,0
18,1
61,3

0,5
13,4
62,8

0,153
0,010
0,000

5,6

22,1
35,8

100
99,5
85,6
20,7

100
100
77,9
58,6

1
2
2

31,4
50,5

100
99,0
80,4
14,2
100
100
68,6
41,2

2,039a
9,179a
23,863a

13,0
21,3

100
100

90,8
27,1
100
100
87,0
75,8

20,023a
51,034a

1
2

0,000
0,000

26,3
80,3
100
100
20,9
65,5
88,1
92,2

The results shown in Table 3.4. show the difference in the percentage of the level of
performance levels of elemental skills of cognitive competence through the tests as follows:
- In the 1st and 2nd tests, p values (Sig. (2-tailed)) are all greater than 0,05 in all skills 
The difference in percentage of students good at 4 skills of cognitive competence is not
statistically significant.

- In the 3rd, 4th, and 5th tests, most p values (Sig.(2-tailed)) are all smaller than 0,05 (only
p values of skill 1 and skill 2 in the 4th test are >0,05)  Rejecting the Ho hypothesis,
accepting H1 one, which means that the difference in the percentage of students good at 4
skills of cognitive competence in these tests is statistically significant. The test results show
that the development of student‟s cognitive competence is caused by the impact of
experimental factors, but not by accident.


20
3.5.1.2. Evaluation on effectiveness of student’s knowledge acquisition
 Verifying distribution of testing scores
In order to calculate and compare the average score, the standard deviation, etc. and
other statistical verification, the prerequisite is to verify the distribution of testing scores on
the sample to follow a standard distribution format. Therefore, to test the distribution of
testing scores, we used the tools of Frequencies of SPSS 23.0 software to calculate
skewness and Kurtosis; at the same time to draw a histogram that distributes the score of the
test. The results are presented in Table 3.5.
Table 3.5. Verifying the distribution of testing scores of “Chapter II. Regularity of genetic
phenomena”
Tests
Verifying

N0 1

N0 2

N0 3

N0 4


N0 5

result

Skewness
Kurtosis

EX
-0,365
0,454

CO
-0,387
0,553

EX
0,242
0,013

CO
0,016
0,503

EX
0,059
-0,146

EX
0,136
-0,293


CO
-0,056
0,180

EX
0,195
0,126

CO
-0,540
0,174

EX
-1,095
1,156

It can be seen from the results of data analysis of the tests in both control and
experimental groups are shown in Table 3.5. that the skewness and Kurtosis differ from
approximately -1 to +1, so it is considered as a normal distribution. At the same time, the
histogram shows a standard curve of the tests in both control and experimental groups in a
bell shaped. Therefore, score distribution of the tests on the research sample can be
considered as a standard distribution. This enables the use of such statistical methods as
averaging, median, standard deviation, etc. and independent T-test and dependent T-tests to
describe, compare and draw conclusions.
 To assess the comprehension level of students through the tests, SPSS 23.0
software is used to describe the overall level of comprehension of knowledge achieved
based on descriptive statistics, namely: average value, deviation, median, dominant number,
standard deviation, variance, minimum value, maximum value, etc. The statistical results
are described in Table 3.6.

Table 3.6. Descriptive statistics on average scores of the tests on the control and
experimental groups (AVERAGEexperiment- AVERAGEcontrol)
Tests
Statistics factor
Quantity
Blank
Average
Media
Mode
Standard deviation
Variance
Minimum value
Maximum value

N0 1
CO
207
0
5,84
6,00
6,00
1,39
1,94
2,00
9,00

N0 2
EX
204
0

5,90
6,00
6,00
1,38
1,91
2,00
9,00

CO
207
0
6,13
6,00
6,00
1,18
1,38
3,00
9,00

N0 3
EX
204
0
6,11
6,00
6,00
1,18
1,39
3,00
9,00


CO
207
0
6,55
7,00
6,00
1,25
1,57
3,00
9,00

CO
204
0
6,34
6,00
6,00
1,37
1,88
3,00
9,00

N0 4
EX
CO
207
204
0
0

7,13
6,74
7,00
7,00
7,00
6,00
1,37
1,36
1,87
1,84
3,00
3,00
10,00
10,00

N0 5
EX
CO
207
204
0
0
7,70
7,24
8,00
8,00
8,00
8,00
1,31
1,16

1,71
1,35
4,00
3,00
10,00
10,00

It can be seen from the results in Table 3.6. that:
- Starting from the 2nd test onwards, the average score of the experimental group is
always higher than that of the control group.


21
- The control groups, standard deviation through the tests has gradually decreased
from 1,39 (The first test) to 1,31 (The 5th test), which shows the degree of score distribution
across the tests becomes lower and lower.
- The number of dominant tests in each test is relatively close to the average value,
proving that the level of knowledge acquisition of students is relatively even, with high
concentration.
 To verify whether this difference is caused by accident or by the effect of research
factors, T-test in pairs method is used to verify each pair of experimental and control
groups in every test.
Verifying with H0 hypothesis: No difference between different tests and evaluation,
H1: there is difference between different tests and evaluation (Sig < 0.05). Results are
described in Table 3.7.
Table 3.7. Verifying results of differences in average scores of different tests of the
experimental and control groups in terms of knowledge perceiption (AVGex- AVGco)
Verfiying result AVGexT
Df
Sig(2-tailed)

Tests
AVGco
Test 1
-0,06
-0,483
409
0,629
Test 2
0,02
0,111
409
0,912
Test 3
0,21
1,565
409
0,118
Test 4
0,39
2,870
409
0,004
Test 5
0,46
3,770
409
0,000
nd
- Results in Table 3.7. shows that starting from the 2 test, the average scores of
experimental groups are always higher than those of the control groups and the values are

gradually higher.
- p values of the 4th and 5th tests are smaller than 0,05 (Sig<0,05). It means that this
difference is not by accident but is the result of the impact of research factors applied with
the experimental group. Then it can be stated that the knowledge perceiption of the
experimental group is much better than the control group.
 Verifying the difference between average scores of different tests in the same group
(experimental or control group)
Continuing to use T-test in pairs methods to verify each pair in the same group
(experimental or control group) in each test.
Verifying with H0 hypothesis: No difference between different tests and evaluation,
H1: there is difference between different tests and evaluation (Sig < 0,05). Results are
described in Table 3.8.
Table 3.8. Verifying results of differences in average scores of different tests in the same
group (experimental or control group)
Group/ Pair

control

Experi-ment

Test
N01 – N02
N 0 2 – N 03
N03 – N04
N04 – N05
N01 – N02
N 0 2 – N 03
N03 – N04
N04 – N05


Diffence in
average score
-0,21
-0,23
-0,40
-0,50
-0,29
-0,42
-0,58
-0,57

T
-3,13
-2,87
-5,00
-3,82
-3,55
-6,53
-7,96
-7,43

Degree of
freedom (df)
203
203
203
203
206
206
206

206

Sig(2-tailed)
0,002
0,004
0,000
0,000
0,000
0,000
0,000
0,000


22
The results in Table 3.8. show that in the same group, there is a statistically
significant difference of all pairs of comparisons (the results of the next test is always
higher than the previous one). In particular, the difference in average scores of the
experimental group was higher than that of the control group. With p value <0,05 in all
comparison pairs, this difference is statistically significant and occurs due to the impact
of pedagogical experiment.
3.5.1.3. Evaluating the development of each skill in cognitive competence of each
student
The analysis results of cognitive competence development of 12 students are
divided into 3 groups: Excellent; Good; Fairly good, in each group, there are
representing 2 students, as follows:
- Excellent: The results of all four students from the experimental and control group
in the first test are the same. In the subsequent tests, the skills of all 4 students gradually
increased in line with the cognitive competence development as presented. At the end of
“Chapter II. Regularity of genetic phenomena”, the cognitive competence levels of all 4
students reach M4.

- Good: The results show the development of cognitive competence in all 4
students in both experimental and control groups from the 1 st to the 4th test is the same.
However, in the 5th test, 2 students in the experimental group reach level 4 while 2
students in the control group reach level 3 only.
- Fairly good: the results of 5 tests show that the level of cognitive competence of
students in the experimental group reaches level 3 while that of the control group
reaches level 2 only.
3.5.1.4. Evaluation and comparison of knowledge development of 12 students
The results of knowledge acquition show that:
- Testing scores at the beginning shown in the first test of both experimental and
control groups are the same. However, results in the following tests of the experimental
groups are higher than those of the control group.
- In all groups of the excellent, good an fairly good students, the average scores of the
experimental groups are always higher than those of the control group. Therefore, we
believe that the teaching methodology with the application of causality shows its
effectiveness in all students of all study levels.
3.5.1.5. Analyzing correlation between knowledge acquition and cognitive competence of
students in the experimental group
To test the linear correlation between results of acquiring knowledge and cognitive
competence of students in the experimental group, we conducted correlation tests between
different variables, using the Analyze//Correlation/Bivariate command of SPSS 23.0
software, the results of correlation analysis between the above factors show that the
correlation coefficient between knowledge acquition and cognitive competence in all tests
are all from 0 to 1 and sig values are <0,05. This result reflects that knowledge acquisition
and cognitive competence are closely related. At the same time, when the value of one of
the factors increases, the value of the other will increase accordingly and vice versa. Thus,
students with good academic results have better cognitive competence and vice versa.