Perceptions of Genetics difficulty among science students in Nigeria
DOI:
https://doi.org/10.37134/jsml.vol11.1.7.2023Keywords:
Genetics, Perceptions, Science Students, Secondary Schools, NigeriaAbstract
This study examined the perceptions of Genetics among science students with implications for science education in the Fourth Industrial Revolution. The non-experimental design of a descriptive survey type was adopted in this study. Sample comprised 351 Biology students selected randomly from four senior secondary schools. Data were collected using an instrument titled “Genetics Perceptions Questionnaire (GPQ) (r = .70)”, and analysis was done using descriptive and inferential statistical approaches of mean, rank order, frequency counts and percentages, and independent-sample t-test, at 0.05 alpha level. Findings showed that while the majority (88.9%, 312 > 11.1%, 39) of science students perceived Genetics to be interesting, yet, they listed a lack of Biology laboratory for practical classes (x = 1.66, rated 1), not enough time to learn (x = 1.60, rated 2), and teacher’s poor teaching method (x = 1.56, rated 3), as factors affecting their effective learning of Genetics. Also, it was found that while there exists a significant difference (t = -3.11; df = 349; p<0.05) in the students’ perceptions of Genetics being interesting based on gender. However, there exists no significant difference (t = .579; df = 349; p<0.05) in their perceptions of the factors affecting the learning of Genetics, based on gender. It was recommended, among others, that Biology educators adopt innovative approaches of the 21st century in teaching Genetics.
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