Noah Osemudiamen OSHOSE

This study evaluated the conceptual understanding of plant taxonomy and investigated the teaching methods employed among undergraduate students at the University of Benin, Benin City. It was guided by four research questions. The population of the study comprised 178 fourth-year undergraduate students from the Department of Plant Biology and Biotechnology (PBB) and the Department of Curriculum and Instructional Technology (CIT) - Biology Education and the sample size of 118 students. A descriptive survey research design using a quantitative approach was adopted. Data were collected using a Plant Taxonomy Conceptual Understanding Diagnostic Test (PTCUDT) and a structured questionnaire and were analyzed using descriptive and inferential statistics. The results indicated that only 18.56% of the students had a strong conceptual understanding and 81.44% of the students scored below the 70% threshold. The only statistically significant correlation found with conceptual understanding was prior knowledge (r = 0.251, p = 0.013). Teaching approaches (r = 0.079, p = 0.444) and student interest (r = 0.124, p = 0.225) were not statistically significant. The most highly rated teaching method was experiential learning through field trips and the least highly rated was lecture based delivery. Students showed low interest in plant taxonomy with examination-driven motivation and rote memorization as the dominant learning orientations. The study recommends incorporating conceptual change strategies such as the 5E instructional model, systematizing field-based and herbarium activities as core curricular components, integrating AI-assisted plant identification tools and reforming assessment practices to measure conceptual reasoning over rote recall. Professional development for instructors in active learning pedagogies is also recommended.