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Abstract
The study investigated language issues as a barrier in Biology students’ conceptualization of biological concepts, focusing on SSS III students in public senior secondary schools in Egor Local Government Area of Edo State. It specifically examined the language-related challenges students encountered in conceptualizing biological concepts, assessed their proficiency in writing and applying biological terminologies accurately, and identified major hindrances affecting their mastery of these terminologies. A survey research design was adopted, drawing from a population of 3,811 SSS III Biology students across thirteen public schools. Two schools were selected via simple random sampling, with all SSS III students censused as the sample. Data were collected using the validated Language Issue in Biology Questionnaire (LIBQ) on a Likert scale (SA, A, D, SD) for most research questions and an achievement test to evaluate terminology proficiency. Content and face validity were ensured through expert review, while reliability was established via Cronbach’s alpha from a pilot study with 20 students. Descriptive statistics, including mean scores, percentages, and frequency, analyzed the data, with means of 2.50 and above indicating agreement. Findings indicated that students demonstrated complete mastery (100%) of species terminology and high comprehension (94-99%) in areas like carbohydrate metabolism, glycolysis, decomposers, and photosynthesis, reflecting strong foundational knowledge. Moderate performance (80-93%) appeared in terms such as homeostasis, phospholipid, and chloroplast, often due to spelling issues despite conceptual grasp, while lowest scores (below 80%) occurred in complex terms like phototropism, cytoskeleton, and biodiversity, revealing misconceptions. Students reported significant language barriers, including difficulty with complex scientific English, confusion from jargon, and improved understanding via everyday or local language explanations. The study strongly recommended that teachers relate biological terms to real-life examples and prioritize meanings over rote memorization to enhance retention and application. Curriculum developers were urged to integrate everyday language explanations alongside local translations for complex terminologies, bridging linguistic gaps effectively. Additionally, school administrators were encouraged to organize targeted trainings for teachers on leveraging local languages in Biology instruction, fostering inclusive pedagogy
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