Effectiveness of Interactive Punnett Square Simulations on Students’ Learning Performance in Non-Mendelian Genetics

Interactive simulations offer students the chance to visualize and delve into intricate genetic concepts. This research investigated how effective interactive Punnett square simulation-based teaching is in enhancing high school students' understanding of non-Mendelian genetics. A quantitative experimental action research design was utilized, employing a pretest–posttest control group methodology. The study involved 45 biology students, with 26 in the control group and 19 in the experimental group. While the control group received conventional genetics instruction, the experimental group engaged with interactive Punnett square simulations over a three week period. To assess learning outcomes, researcher-created parallel-form pretests and posttests were administered. Data analysis involved descriptive statistics, independent samples and paired-samples t-tests, and Cohen’s d. Findings revealed that both groups showed significant improvement from pretest to posttest. Nonetheless, the experimental group achieved a higher posttest average (M = 21.84, SD = 4.992) than the control group (M = 17.46, SD = 6.376), with a notable difference between the groups (p = .017). Additionally, the experimental group exhibited a significantly larger mean gain (10.789) than the control group (6.346), p = .006, with a substantial effect size (d = 0.87). These results suggest that interactive Punnett square simulation-based instruction can be an effective supplementary method for enhancing students' learning in non-Mendelian genetics. The study advocates for the integration of interactive simulations alongside teacher-led instruction to aid in understanding complex inheritance concepts.