GENETICS

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.

The study was set out to investigate the concept of Cell Biology as a prerequisite in understanding Genetics among University of Benin undergraduates. A thorough statistical analysis of undergraduates’ performance in Cell Biology and Genetics revealed a
very interesting finding. The ability to relate to previously established knowledge and
integrate various biological concepts to form a whole is a key factor that promotes understanding, transfer of knowledge therefore paramount in the field of biology. According to Bransford and Schwartz (2000), transfer is the ability to extend what has been learned in one context to new context. This study does not argue whether students transfer and use knowledge gained from one topic to another topic. Instead, the researcher only framed his investigation on the transfer of knowledge between two related biological concept, the Cell Biology and Genetics. The population and area of study consists of all undergraduates in university of Benin, Benin City, Nigeria, offering genetics and genetics related courses. A research hypothesis was postulated and
two research questions were raised to guide the study. The study employed correlational survey research design and Regression Statistical Analysis. One hundred (100) students were randomly selected as the sample size. The instrument used in gathering the needed data for the study was the researcher’s made questionnaire Data obtained was scrutinized, analyzed, scored, tabulated and was subjected to correlation coefficient statistical analysis to determine an existing linear relationship after which regression analysis was used to determine the cause-effect of the independent variable on the dependent variable. Using these statistical methods, the findings revealed that 90% of the changes observed in the dependent variable(Genetics) were accounted for by the independent variable (Cell Biology).