MISCONCEPTIONS ON THE CONCEPT OF EVOLUTION

Undergraduate students’ perception of misconceptions on the concept of evolution and their achievement in biology was investigated. This study investigated the prevalence, sources, and impacts of evolution misconceptions among 150 undergraduate biology students across three departments—Curriculum and Instructional Technology (CIT), Animal and Environmental Biology (AEB), and Plant Biology and Biotechnology (PBB) at university of Benin. Guided by six research questions, it explored (1) common misconceptions about evolution, (2) the relationship between students’ evolution perceptions, misconceptions, and academic achievement, (3) the origins of these misconceptions, (4) departmental differences, (5) overall trends, and (6) preferred instructional strategies to address them. Data were collected via a structured questionnaire employing Likert scales (Strongly Agree to Strongly Disagree; True/False/Not Sure) and an objective test of evolutionary concepts. Frequency distributions, means, and percentages summarized responses, while an objective assessment categorized students’ test scores into five performance bands. Findings revealed that although 88% of students affirmed evolution as the foundation of modern biology, pervasive misconceptions persisted: 55% believed individuals evolve within a lifetime; 48% thought natural selection generates new traits; 46% accepted inheritance of acquired characteristics; and 39% assumed direct human–monkey ancestry. Misconceptions correlated strongly with poor performance: over 90% of students scored “Very Poor” or “Below Average” on objective questions, with no one achieving “Above Average” or “Excellent.” Major sources of misunderstanding included secondary school instruction (71%), current teaching methods (71%), popular media influence (66%), and conflicts with personal beliefs (70%). Students endorsed multiple pedagogical interventions; real-life examples (79%), visual aids and simulations (78%), interactive debates and projects (71%), belief-inclusive discussions (65%), and remedial sessions (69%), as means to deepen conceptual clarity. The study concludes that high acceptance of evolution does not equate to accurate
understanding. To bridge this gap, curricula must incorporate misconception-driven modules, active learning strategies, and belief-sensitive dialogues, supported by teacher training and targeted remediation. These measures are essential to enhance evolutionary literacy and improve academic outcomes in biology at the University of Benin.