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Abstract
This study examined students’ attitudes that promote failure in Biology in senior secondary schools through research questions such as: What are the attitudes of students toward Biology in senior secondary schools? What attitudes do secondary school students
possess or emulate that encourages their failure in Biology? Are students' attitudes in Biology significantly different by sex?
The research design employed was the descriptive survey research design. The simple random sampling technique was used to select students studying Biology in senior secondary schools. The instrument for data collection was a structured questionnaire, which was administered by the researcher. The data was analyzed using descriptive statistics, showing mean and standard deviation. On the basis of the findings made in the study, we conclude that factors such as a lack of intrinsic motivation, anxiety, negative self-perception, and poor study habits influence students’ attitudes toward Biology, leading to poor performance. The majority of the responses indicated that students perceive Biology as a difficult and abstract subject due
to complex terminologies, diagrams, and laboratory work, contributing to their failure. Additionally, there was a significant difference in attitudes between male and female students, with females showing a more positive disposition toward the subject. The implication of this study highlights the need for targeted interventions to improve
students' perceptions and attitudes toward Biology. Teachers should adopt engaging and interactive teaching methods to enhance students' interest and confidence in the subject. Furthermore, school authorities should implement counseling programs and extracurricular activities that encourage positive attitudes toward Biology. Conclusively, the results emphasize the importance of addressing students' psychological barriers and providing an enabling learning environment for better academic performance. The researcher recommends the implementation of motivational strategies, teacher training
programs, and curriculum modifications to foster students' interest and success in Biology
possess or emulate that encourages their failure in Biology? Are students' attitudes in Biology significantly different by sex?
The research design employed was the descriptive survey research design. The simple random sampling technique was used to select students studying Biology in senior secondary schools. The instrument for data collection was a structured questionnaire, which was administered by the researcher. The data was analyzed using descriptive statistics, showing mean and standard deviation. On the basis of the findings made in the study, we conclude that factors such as a lack of intrinsic motivation, anxiety, negative self-perception, and poor study habits influence students’ attitudes toward Biology, leading to poor performance. The majority of the responses indicated that students perceive Biology as a difficult and abstract subject due
to complex terminologies, diagrams, and laboratory work, contributing to their failure. Additionally, there was a significant difference in attitudes between male and female students, with females showing a more positive disposition toward the subject. The implication of this study highlights the need for targeted interventions to improve
students' perceptions and attitudes toward Biology. Teachers should adopt engaging and interactive teaching methods to enhance students' interest and confidence in the subject. Furthermore, school authorities should implement counseling programs and extracurricular activities that encourage positive attitudes toward Biology. Conclusively, the results emphasize the importance of addressing students' psychological barriers and providing an enabling learning environment for better academic performance. The researcher recommends the implementation of motivational strategies, teacher training
programs, and curriculum modifications to foster students' interest and success in Biology
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