The Effectiveness of Content and Language Integrated Learning–Based Instructional Material in Cell Biology

Abstract

This study investigates the effectiveness of Content and Language Integrated Learning (CLIL) in cell biology education, focusing on student performance. It compares experimental and control groups to evaluate how CLIL enhances both content comprehension and language development. A mixed-methods approach integrates quantitative GPA analysis over three years with qualitative data from observations and interviews. Statistical analysis reveals significant differences (p < 0.05) in academic performance between schools using CLIL and those employing traditional methods. The thematic analysis highlights the effectiveness of CLIL instructional materials in promoting structured learning, visual appeal, and accuracy, leading to improved language acquisition and content knowledge. CLIL emerges as a promising pedagogical approach that enhances scientific understanding, language proficiency, critical thinking, and communication skills. Its integration into curricula supports deeper learning and prepares students for global challenges, reinforcing its potential to enrich educational practices in specialized scientific domains