Iriogbe Osemudiamhe ESAMA

This study investigated students’ conceptual understanding and misconceptions in genetics among Senior Secondary School II Biology students in public secondary schools in Egor Local Government Area, Benin City, Edo State. Three research questions guided the study. A descriptive survey research design was adopted for the study. The population comprised all Senior Secondary School II Biology students in public secondary schools within the study area, while a total of 400 students were selected using a multistage sampling technique. Data were collected using a researcher developed instrument titled Genetics Conceptual Understanding and Misconception Diagnostic Test. The instrument consisted of two sections. Section A collected demographic information, while Section B contained a 40 item two tier multiple choice test covering Mendelian inheritance, chromosomal concepts, molecular genetics, and genetics applications. Each correct response in Tier 1 and Tier 2 was awarded one mark, giving a total obtainable score of 80. The reliability of the instrument was established using the Cronbach Alpha method, which indicated that the instrument was reliable. Data collected were analysed using descriptive statistics such as frequency counts, percentages, mean, and standard deviation to answer the research questions, while inferential statistics using the independent samples t-test were employed to test the gender difference with the aid of the Statistical Package for the Social Sciences. Based on the findings, it was recommended, among others that biology teachers should adopt interactive and student centred teaching methods that promote conceptual understanding rather than rote memorisation. Strategies such as concept mapping, group discussions, and problem based learning should be encouraged

This study investigated students’ conceptual understanding and misconceptions in genetics among Senior Secondary School II Biology students in public secondary schools in Egor Local Government Area, Benin City, Edo State. Three research questions guided the study. A descriptive survey research design was adopted for the study. The population comprised all Senior Secondary School II Biology students in public secondary schools within the study area, while a total of 400 students were selected using a multistage sampling technique. Data were collected using a researcher developed instrument titled Genetics Conceptual Understanding and Misconception Diagnostic Test. The instrument consisted of two sections. Section A collected demographic information, while Section B contained a 40 item two tier multiple choice test covering Mendelian inheritance, chromosomal concepts, molecular genetics, and genetics applications. Each correct response in Tier 1 and Tier 2 was awarded one mark, giving a total obtainable score of 80. The reliability of the instrument was established using the Cronbach Alpha method, which indicated that the instrument was reliable. Data collected were analysed using descriptive statistics such as frequency counts, percentages, mean, and standard deviation to answer the research questions, while inferential statistics using the independent samples t-test were employed to test the gender difference with the aid of the Statistical Package for the Social Sciences. Based on the findings, it was recommended, among others that biology teachers should adopt interactive and student centred teaching methods that promote conceptual understanding rather than rote memorisation. Strategies such as concept mapping, group discussions, and problem based learning should be encouraged