Asia Pacific Journal of Multidisciplinary Research, Vol. 5, No. 4, November 2017 __________________________________________________________________________________________________________________ 55 P-ISSN 2350-7756 | E-ISSN 2350-8442 | www.apjmr.com Using Consensus in Instructional-Decision Making Helps Improve Undergraduate Students‟ Attitude towards Biology Eddie G. Fetalvero 1 , Ricardo T. Bagarinao 2 1 Romblon State University, Odiongan, Romblon, Philippines; 2 University of the Philippines Open University, Los Baños, Laguna, Philippines eddiefetalvero@gmail.com 1 , ricardo.bagarinao@upou.edu.ph 2 Date Received: August 14, 2017; Date Revised: November 12, 2017 Asia Pacific Journal of Multidisciplinary Research Vol. 5 No.4, 55-65 November 2017 Part II P-ISSN 2350-7756 E-ISSN 2350-8442 www.apjmr.com Abstract – The quality of science teaching the students experience is claimed to be the strongest influence in the development of positive attitude towards science, the sine qua non for its public appreciation. In this fully video-documented quasi-experimental study, the effect of using consensus in instructional-decision making on students' attitude towards Biology in undergraduate biological science class was tested. Covering the unit in bioenergetics, two classes were compared. One class was taught using conventional instruction while the other used the consensus process. In the consensus class, students raised an issue in the learning plan, negotiated, proposed an alternative, participated in a ‘grand conversation', made decisions using consensus, and adhered to the agreed instructional activities. They were further grouped and were tasked to arrive at a consensus answer on a focus question related to the lesson discussed. Both classes were pre-tested and post-tested with the Attitude towards Biology Scale. Analysis of covariance showed that the intervention is effective in improving students’ overall attitude towards Biology specifically in developing a positive perception of the biology teacher, improving keenness to learn Biology and enhancing enjoyment of the subject. Findings provide an empirical support on the use of consensus as an approach in instructional-decision making. Keywords – instructional decision-making, consensus in the classroom, consensus, attitude towards Biology, undergraduate biology INTRODUCTION Concerns about attitude towards science are not new. A phenomenon called “swing from science” was raised in the United Kingdom in the late 60‟s [1] and thenceforth, mounting evidence of the decline in the interest of young people in pursuing scientific careers continue to endure in many countries such that it becomes and remains an international trend [2]-[7]. Among the reasons implicated for this phenomenon [5] is the students‟ lessening interest in science and their disaffection with science and technology [8]. It has been argued that for any society attempting to raise its standards of scientific literacy, the decline of interest in science is a serious matter of social concern and debate because it poses a threat to a nation‟s future and economic prosperity [4]. It has also been recognized that the standards of a country‟s achievement and competitiveness are mainly based on a highly educated, well-trained and adaptable workforce [2]. Hence, economic performance has a positive relationship with the number of engineers and scientists produced by a society [9]. From these contexts, the development of positive attitude towards science among students becomes an important goal of science education [4],[10]-[16]. For one, holding positive attitude is positively related with increased enrollment in science courses, science achievement and interest in scientific careers [17]. Likewise, positive attitude generated through formal science education could result in public engagement with science which was claimed to be the sine qua non of the public appreciation of science [4]. Also, attitude is thought to predict individual‟s decision-making and action taking [18]. Unlike the often ephemeral nature of knowledge, attitudes, once formed, are enduring and difficult to change [4],[19]. However, the concept of attitude towards science is somewhat nebulous, often poorly articulated and not well understood [4] hence further investigation about it is current and relevant, particularly in an undergraduate biology class. Several studies point towards the influence of classroom environment as a significant determinant of students‟ attitude towards science, subject choice [4] and the tendency to continue with science education after high school [20]. Of these, effective pedagogy