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Abstract
This study investigated Biology teachers’ content knowledge of difficult concepts in
Genetics and examined whether sex, educational qualification, and teaching experience
influence their mastery of these concepts. The study was motivated by persistent challenges observed in the teaching and learning of genetics in secondary schools, particularly the difficulty teachers face in applying advanced genetic principles during instruction. A descriptive survey research design was adopted, and data were collected using a
validated questionnaire achievement test administered to Biology teachers. The
population comprised all Biology teachers in Egor Local Government Area secondary
schools, and the sampling technique involved administering the questionnaire to all
available teachers. Responses were analyzed using descriptive statistics, t-test, and
ANOVA to determine the level of teachers’ content knowledge and the significance of
demographic variables on performance. Findings revealed that Biology teachers possess adequate knowledge of basic genetic concepts such as Mendelian inheritance, blood group determination, and simple crosses. However, many struggled with advanced and applied genetics, including multigenic inheritance, prediction of genetic outcomes, and interpretation of human hereditary traits. Results further showed that sex did not significantly influence teachers’ content knowledge, while higher educational qualifications and, to a lesser extent, teaching experience showed limited but positive influence on performance in complex areas. The study concludes that while teachers demonstrate strength in foundational genetics, there is a need for targeted capacity-building programs to improve mastery of advanced and application-based concepts. Recommendations were made for professional development, improved instructional resources, and continuous assessment of teachers’ content knowledge
Genetics and examined whether sex, educational qualification, and teaching experience
influence their mastery of these concepts. The study was motivated by persistent challenges observed in the teaching and learning of genetics in secondary schools, particularly the difficulty teachers face in applying advanced genetic principles during instruction. A descriptive survey research design was adopted, and data were collected using a
validated questionnaire achievement test administered to Biology teachers. The
population comprised all Biology teachers in Egor Local Government Area secondary
schools, and the sampling technique involved administering the questionnaire to all
available teachers. Responses were analyzed using descriptive statistics, t-test, and
ANOVA to determine the level of teachers’ content knowledge and the significance of
demographic variables on performance. Findings revealed that Biology teachers possess adequate knowledge of basic genetic concepts such as Mendelian inheritance, blood group determination, and simple crosses. However, many struggled with advanced and applied genetics, including multigenic inheritance, prediction of genetic outcomes, and interpretation of human hereditary traits. Results further showed that sex did not significantly influence teachers’ content knowledge, while higher educational qualifications and, to a lesser extent, teaching experience showed limited but positive influence on performance in complex areas. The study concludes that while teachers demonstrate strength in foundational genetics, there is a need for targeted capacity-building programs to improve mastery of advanced and application-based concepts. Recommendations were made for professional development, improved instructional resources, and continuous assessment of teachers’ content knowledge
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