Perceived difficulties of some biological concept by senior secondary school students in the study of some biological concept

Project Abstract

Perceived difficulties of some biological concept by senior secondary school students in the study of some biological concept Understanding biological concepts is essential for students as it forms the basis of further studies in the field of biology. However, many senior secondary school students encounter difficulties in grasping certain biological concepts, which can hamper their overall learning experience. This study aimed to investigate the perceived difficulties faced by senior secondary school students in the study of some biological concepts. The research utilized a mixed-methods approach, combining quantitative surveys and qualitative interviews to gather data from senior secondary school students. The participants were selected from various schools to ensure diversity in the sample. The quantitative surveys focused on identifying the specific biological concepts that students found most challenging, while the qualitative interviews delved deeper into the reasons behind these perceived difficulties. The findings revealed that senior secondary school students faced the most difficulties in understanding complex biological processes such as photosynthesis, genetics, and evolution. These concepts were perceived as challenging due to their abstract nature and the need for critical thinking skills to comprehend them fully. Additionally, students struggled with linking theoretical knowledge to real-life applications, which impacted their overall understanding of the concepts. Furthermore, the study identified common misconceptions held by students regarding certain biological concepts. For example, many students had misconceptions about the process of natural selection and the role of genes in inheritance. These misunderstandings hindered their ability to grasp the core principles of biology and apply them effectively in practical scenarios. The qualitative interviews provided valuable insights into the underlying reasons for these difficulties. Factors such as inadequate teaching methods, lack of practical demonstrations, and limited engagement with the subject matter were identified as key contributors to students' struggles in understanding complex biological concepts. Additionally, the pressure to perform well in exams and the focus on memorization rather than conceptual understanding were highlighted as external factors affecting students' learning experiences. In conclusion, this study sheds light on the perceived difficulties faced by senior secondary school students in the study of certain biological concepts. By understanding these challenges and their underlying causes, educators can tailor their teaching strategies to enhance students' comprehension and foster a deeper appreciation for the field of biology.

Project Overview

<p> Biology is basic for understanding the complexities of life. This aspect of science for example, genetically making significant contribution such as genetically modified foods to many of the inventions that are shaping modern day, and has helped to explain many of the events being encountered in everyday life for example. Despite its importance, biology remains the least pass rate at WAEC and NECO exams science subject among students generally. In Nigeria universities for example, biology departments and Teacher Education in biology continue to witness paucity of students, which is the reason there is serious shortage of biology teachers in secondary schools. Educators agree that students learn best when biological concepts are well explained. Also, students’ perceptions about a subject influence their understanding and learning of that subject (Gebbels,Evans and Murphy, 2010), and continuing study of the subject(Williams, Stanisstreet, Spall, Boyes,2013).This is suggestive that a major reason underpinning students’ participation in a learning task is their perception of it as interesting/boring, or easy/difficult, or relevant. There is evidence that students who find a subject interesting tend to choose it for further study (Williams et al, 2013). Thus, for those students who perceive biology concept to be as difficult, studying it might just be routine and there is less likelihood that the knowledge will be beneficially utilized, not to mention continuing study. This has serious implications for building a pool of biologist that are required for shaping life development, and in particular, biology teachers that would help to build a strong foundation for the subject in school. <br></p>