Design, implementation, and evaluation of a mobile genetics outreach toolkit for biology classrooms

Thesis Abstract

The rapid expansion of genomic literacy in secondary education, coupled with limited access to engaging, hands-on genetics content, motivates the design of a mobile outreach toolkit to bridge classroom learning with contemporary genetic concepts and practices. This study addresses the persistent gap between theoretical genetics instruction and authentic, inquiry-based experiences in biology classrooms, aiming to empower teachers with scalable, technology-enhanced resources that align with curricular standards and national biology competencies. The primary aim is to design, implement, and evaluate a mobile genetics outreach toolkit that integrates interactive simulations, micro-lab protocols, and teacher professional development to enhance students’ conceptual understanding, scientific reasoning, and confidence in applying genetic technologies. The specific objectives are (1) to develop a modular mobile toolkit comprising a smartphone–tablet interactive app, printable lab-ready activity kits, and a teacher-facing analytics dashboard; (2) to implement the toolkit across four public high schools with diverse socio-economic profiles, enrolling approximately 1,200 students in grades 9–12; (3) to examine changes in students’ genetics conceptions using a validated Genetics Concept Inventory pre- and post-intervention; (4) to assess shifts in scientific reasoning and inquiry skills through performance-based tasks and rubric-based scoring; (5) to evaluate teacher adoption, usability, and perceived impact via mixed-methods data; and (6) to identify cost, scalability, and equity considerations for broader deployment. Methodologically, a mixed-methods approach is employed within a quasi-experimental design. The population comprises biology teachers and students in four metropolitan high schools. A total of 40 biology teachers will be invited, with 28 consenting to participate and randomly assigned to experimental (n ? 14) and control (n ? 14) conditions. Student participants are expected to number approximately 1,200 (600 per arm) with stratified sampling to ensure representation across grade levels and gender. Data collection instruments include (a) Genetics Concept Inventory (GCI) administered at baseline and 8 weeks post-intervention to quantify cognitive gains; (b) a Performance-Based Genetics Task (PBGT) rubric to assess procedural understanding, data interpretation, and argumentation; (c) the System Usability Scale (SUS) and a Teacher Usability Interview Guide to gauge toolkit practicality; (d) classroom observation protocols and an Attributional Confidence Scale to measure changes in student attitudes toward genetics; and (e) semi-structured teacher interviews to capture implementation dynamics. Validity and reliability will be ensured through content validation by a panel of genetics educators, pilot testing (n=120 students), and inter-rater reliability checks (Cohen’s kappa ? 0.80) for rubric scoring. Data analysis will employ (i) ANCOVA to compare post-test GCI scores between groups while controlling for baseline performance; (ii) multilevel linear modeling to account for clustering within classrooms; (iii) thematic analysis of interview transcripts and observation notes to extract implementation facilitators and barriers; and (iv) regression analysis to explore relationships between usability scores and student learning gains. A quasi-experimental model will be complemented by a process evaluation framework grounded in the Consolidated Framework for Implementation Research (CFIR) to interpret contextual influences on adoption and fidelity. Expected findings include statistically significant improvements in GCI scores and PBGT performance for students in the experimental group relative to controls, with effect sizes in the small-to-moderate range (partial eta squared around 0.05–0.15). It is anticipated that higher usability ratings will correlate with greater learning gains, and that teacher professional development will mediate positive shifts in instructional practices. Qualitative data are expected to reveal that the toolkit supports inquiry-based learning, fosters authentic data interpretation, and enhances student engagement, while identifying barriers such as time constraints, device heterogeneity, and curriculum alignment challenges. The study contributes to knowledge by demonstrating a scalable, theory-informed model for integrating mobile, hands-on genetics outreach into mainstream biology education, embedding design-based research principles with rigorous evaluation, and articulating practical guidelines for equity-focused implementation. The theoretical framing draws on constructivist learning theory, sociocultural theory of science education, and Rogers’ Diffusion of Innovations to interpret adoption dynamics and learning processes. The main conclusion is that a well-designed mobile genetics outreach toolkit can meaningfully enhance genetics understanding and inquiry skills when accompanied by targeted professional development and structured implementation support. Recommendations include prioritizing curricular alignment, ensuring device accessibility, providing ongoing teacher mentoring, incorporating continuous feedback loops within the app analytics dashboard, and pursuing adaptive scaling strategies to maintain equity across diverse school contexts.