Examination of Secondary School Students’ Conceptual Understanding, Perceptions, and Misconceptions about Genetics Concepts

Ayodeji Temitope Ojo

Abstract


Genetics concepts are taught in Nigerian secondary schools to equip students with the necessary knowledge, attitudes, and skills to engage with socioscientific issues and make informed decisions. However, previous research indicates poor student comprehension of these concepts despite multiple interventions. This study examined senior school students' understanding, perceptions, and misconceptions about genetics, as well as the causes of these misconceptions. Using a mixed-methods sequential explanatory design (QUAN+qual), data from 789 students were analyzed with descriptive statistics and content analysis. Findings revealed that only 21.4% of students understood genetics concepts, 27.6% did not, and 51.0% had misconceptions. Students generally had negative perceptions of genetics concepts. The primary cause of misconceptions was the genetic content itself, followed by instructional materials, teacher/school factors, and student-related factors. Many respondents noted that recommended biology textbooks were insufficiently detailed. To improve genetics education, teaching should be supported with relevant instructional materials and textbooks that are detailed and activity-oriented, evaluated by experts in the field.

Keywords


Conceptual understanding; Misconceptions about genetics; Perceptions

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DOI: https://doi.org/10.17509/ijomr.v4i1.72125

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