F.O. Idiaghe

This study was designed to examine students’ conceptual understanding and misconceptions of evolutionary concepts in Biology, with particular emphasis on natural selection and adaptation. Two research questions and one null hypothesis were formulated for the study. The study adopted a descriptive survey research design. The population of the study comprised 5,493 senior secondary school students drawn from thirteen (13) public senior secondary schools in Egor Local Government Area of Edo State. A sample of 120 students was selected using simple random sampling technique from four randomly selected schools. Data were collected using a Two-Tier Diagnostic Test (TTDT) adapted from West African Examinations Council (WAEC) questions on evolution. The instrument was subjected to face and content validity by experts, while the data obtained were analyzed using frequency counts, percentages, mean and standard deviation. The null hypothesis was tested using independent samples t-test at 0.05 level of significance. The findings revealed that a large proportion of students demonstrated misconceptions and low levels of understanding of key evolutionary concepts. The results further showed that there was a significant difference between male and female students’ understanding of evolution, with female students having a higher mean score than their male counterparts. Based on the findings, it was recommended, among others, that Biology teachers should adopt interactive and student-centered instructional strategies and ensure gender-sensitive teaching approaches to enhance students’ conceptual understanding of evolution.

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

This study was designed to examine students’ conceptual understanding and misconceptions of evolutionary concepts in Biology, with particular emphasis on natural selection and adaptation. Two research questions and one null hypothesis were formulated for the study. The study adopted a descriptive survey research design. The population of the study comprised 5,493 senior secondary school students drawn from thirteen (13) public senior secondary schools in Egor Local Government Area of Edo State. A sample of 120 students was selected using simple random sampling technique from four randomly selected schools. Data were collected using a Two-Tier Diagnostic Test (TTDT) adapted from West African Examinations Council (WAEC) questions on evolution. The instrument was subjected to face and content validity by experts, while the data obtained were analyzed using frequency counts, percentages, mean and standard deviation. The null hypothesis was tested using independent samples t-test at 0.05 level of significance. The findings revealed that a large proportion of students demonstrated misconceptions and low levels of understanding of key evolutionary concepts. The results further showed that there was a significant difference between male and female students’ understanding of evolution, with female students having a higher mean score than their male counterparts. Based on the findings, it was recommended, among others, that Biology teachers should adopt interactive and student-centered instructional strategies and ensure gender-sensitive teaching approaches to enhance students’ conceptual understanding of evolution.

This study investigates the perception on the use of projected instructional media on the academic achievement of Biology Education students in Molecular Biology at the University of Benin. It begins by establishing the background and rationale for the study, emphasizing the need for innovative instructional strategies to address students’ difficulties in understanding complex biological concepts. The problem of low engagement and comprehension in traditional teaching settings prompted an exploration into the effectiveness of projected instructional media. Four research questions were raised to guide the study. The literature review explored relevant theories on teaching and learning, such as cognitive load theory and constructivist learning theory. The constructivist perspective emphasizes that learners actively build their own understanding based on experiences and prior knowledge. In this context, projected instructional media, such as slide presentations, animations, and video demonstrations serve as tools that help students visualize and relate new information to what they already know. These media enhance interaction, promote deeper cognitive engagement, and support the construction of knowledge through exploration and discovery. The study employed a descriptive survey design and used a sample of 120 Biology Education students selected through stratified random sampling. Data were collected using a structured questionnaire that assessed students’ perceptions of projected instructional media, their level of engagement, and its effect on their comprehension and academic performance in Molecular Biology. The findings revealed a significant positive relationship between the use of projected instructional media and academic achievement. Common tools identified included PowerPoint presentations, videos, animations, virtual simulations, and digital microscopy. A large percentage of students reported improved understanding, motivation, and participation. Specifically, 82% indicated better academic performance, while 76% expressed increased interest in multimedia-based lessons. Students generally perceived these tools as effective for simplifying complex biological concepts and enhancing engagement. Further analysis showed that students who regularly engaged with these media performed better academically than those relying solely on traditional methods. However, several factors influenced their effectiveness, such as the lecturer’s teaching style, the quality and clarity of instructional
materials, students’ interest levels, and access to technological resources. Despite the benefits, challenges were also noted, including limited availability of projectors and computers, poor internet connectivity, occasional equipment malfunctions, lack of lecturer training in digital pedagogy, and the overwhelming nature of some visual content. A few students also preferred traditional instructional approaches. Overall, the study concludes that while projected instructional media significantly enhance academic achievement in Molecular Biology, addressing the identified challenges is essential to maximize their effectiveness. ix Based on the findings of this study, it was recommended among others that to improve learning outcomes in Molecular Biology, universities should integrate diverse projected instructional media, such as PowerPoint presentations, videos, animations, virtual simulations, and digital microscopy have been shown to improve conceptual understanding, foster student engagement, and simplify complex biological processes. The effective use of these technologies not only caters to various learning styles but also promotes interactive and student centered learning environments, thereby contributing significantly to improved learning outcomes in Molecular Biology.