THE IMPACT OF PRIOR KNOWLEDGE ON STUDENT'S ABILITY TO LEARN NEW BIOLOGY CONCEPTS IN GOVERNMENT DAY SECONDARY SCHOOL AMANAWA

THE IMPACT OF PRIOR KNOWLEDGE ON STUDENT'S ABILITY TO LEARN NEW BIOLOGY CONCEPTS IN GOVERNMENT DAY SECONDARY SCHOOL AMANAWA

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Background of the study

The role of prior knowledge in the learning process has been a focal point of educational research, especially in the context of science education. Students often come to the classroom with pre-existing knowledge and experiences that can significantly influence their ability to grasp new concepts. This phenomenon has been observed across various disciplines, including biology, where understanding complex concepts often requires building upon foundational knowledge. Prior knowledge, defined as the information and understandings that students bring to the learning environment (Alexander, 2018), plays a critical role in shaping how they interpret and assimilate new information. In the context of Government Day Secondary School Amanawa, this study seeks to explore the impact of prior knowledge on students' ability to learn new biology concepts, considering the unique socio-cultural and educational background of the students.

Research has consistently demonstrated that prior knowledge can either facilitate or hinder new learning, depending on its accuracy and relevance (Chi, 2016). When students possess accurate and relevant prior knowledge, they can more easily connect new concepts to what they already know, leading to deeper understanding and retention. Conversely, misconceptions or gaps in prior knowledge can create barriers to learning, making it difficult for students to integrate new information effectively. This dynamic is particularly pertinent in biology education, where concepts are often hierarchical and interdependent (Fisher et al., 2019). For instance, understanding cellular processes requires prior knowledge of cell structure and function, just as comprehending ecological relationships necessitates a foundational grasp of basic biological principles.

The significance of prior knowledge in learning biology is further underscored by constructivist theories of learning, which posit that learners construct new knowledge by building on their existing cognitive structures (Bransford, Brown, & Cocking, 2015). This theoretical perspective suggests that teaching strategies should be designed to activate and connect with students' prior knowledge, thereby facilitating meaningful learning experiences. In practice, this might involve using diagnostic assessments to identify students' existing knowledge and misconceptions, employing analogies and examples that resonate with their experiences, and designing instructional sequences that progressively build on prior knowledge (Taber, 2019).

Empirical studies have provided substantial evidence supporting the importance of prior knowledge in science education. For example, a study by D'Angelo et al. (2016) found that students with a strong background in basic scientific concepts performed better in advanced biology courses than those with weaker foundations. Similarly, research by Kendeou, Broek, and White (2016) demonstrated that activating relevant prior knowledge before introducing new biology concepts significantly improved students' comprehension and retention. These findings highlight the need for educators to consider students' prior knowledge when designing and implementing biology curricula.

In the context of Government Day Secondary School Amanawa, understanding the impact of prior knowledge on learning new biology concepts is particularly crucial given the diverse educational backgrounds of the students. Many students in this setting may come from different primary schools with varying levels of exposure to science education, leading to disparities in their prior knowledge. Additionally, socio-economic factors and access to educational resources can influence the extent and quality of students' prior knowledge (Zhao & Kuh, 2018). For instance, students from more affluent backgrounds may have had access to supplementary educational materials and experiences, such as science camps or private tutoring, that enhance their prior knowledge. In contrast, students from less privileged backgrounds may rely solely on the formal school curriculum, which may not provide sufficient depth or breadth in foundational biology concepts.

To address these challenges, it is essential to adopt instructional strategies that cater to the diverse prior knowledge levels of students. Differentiated instruction, which involves tailoring teaching methods and materials to meet the individual needs of students, can be particularly effective in this regard (Tomlinson, 2017). For example, teachers might provide additional scaffolding and support for students with weaker prior knowledge while offering more challenging tasks for those with stronger foundations. Formative assessments, such as pre-tests and concept maps, can also be used to gauge students' prior knowledge and inform instructional planning (Ruiz-Primo, 2016).

Furthermore, collaborative learning approaches, such as peer tutoring and group work, can leverage the diverse prior knowledge of students to enhance learning outcomes. Research has shown that collaborative learning can facilitate the sharing of knowledge and ideas, allowing students to learn from each other's experiences and perspectives (Gillies, 2016). In a study by Johnson, Johnson, and Smith (2018), students who participated in cooperative learning activities demonstrated greater understanding and retention of biology concepts compared to those who learned individually. This approach can be particularly beneficial in heterogeneous classrooms, where students with varying levels of prior knowledge can support and enrich each other's learning.

Technology also offers promising avenues for addressing the impact of prior knowledge on learning biology. Digital tools and resources, such as educational software, online tutorials, and virtual laboratories, can provide personalized learning experiences that cater to the individual needs of students (Kim, 2017). For instance, adaptive learning platforms can assess students' prior knowledge and adjust the difficulty and content of instructional materials accordingly. This personalized approach can help bridge knowledge gaps and provide targeted support to students who need it most.

 

In addition to instructional strategies, fostering a supportive and inclusive classroom environment is crucial for maximizing the impact of prior knowledge on learning. Students need to feel valued and respected for the knowledge and experiences they bring to the classroom (Gay, 2018). Creating a classroom culture that encourages curiosity, questioning, and exploration can motivate students to engage with new biology concepts and connect them to their prior knowledge. This involves not only recognizing and addressing students' cognitive needs but also attending to their emotional and social well-being (Noddings, 2015).

1.2 Statement of the problem

The ability of students to grasp new concepts in biology, a foundational science subject, is often influenced by their prior knowledge, which plays a critical role in shaping their learning experiences and outcomes (Schneider & Stern, 2015). In the context of Government Day Secondary School Amanawa, this relationship warrants a closer examination to understand how students’ pre-existing knowledge bases can enhance or impede their comprehension of new biological concepts. Previous research has highlighted that prior knowledge acts as a framework through which new information is interpreted and integrated, making it a significant predictor of academic success. For instance, a study by Kalyuga, Ayres, Chandler, and Sweller (2015) indicated that students with substantial prior knowledge in a subject area could process new information more efficiently, thereby reducing cognitive load and enhancing learning outcomes. Similarly, Alexander, Kulikowich, and Schulze (2023) found that prior knowledge significantly contributes to the ability to understand and retain complex scientific concepts, suggesting that students' initial understanding acts as a scaffold for acquiring new information.

In Government Day Secondary School Amanawa, where diverse socioeconomic backgrounds and varying levels of educational support contribute to significant disparities in prior knowledge among students, understanding this dynamic is crucial. Research by Willingham (2017) underscores that prior knowledge is not just a matter of possessing information but involves the organization of knowledge structures that facilitate problem-solving and comprehension. This is particularly relevant in biology education, where concepts are often interlinked and cumulative in nature. When students possess a robust foundational understanding, they are better equipped to assimilate and relate new biological concepts, leading to improved academic performance (Willingham, 2017).

However, the impact of prior knowledge is not uniformly positive; it can sometimes lead to misconceptions that hinder learning. For example, Taber (2022) noted that students often bring preconceived notions about biological processes that are scientifically inaccurate, which can obstruct the learning of accurate scientific principles. This phenomenon is supported by the work of Duit and Treagust (2019), who found that prior misconceptions could interfere with the learning process unless explicitly addressed through instructional strategies. Hence this study seeks to investigate the impact of prior knowledge on student's ability to learn new biology concepts in government day secondary school Amanawa.

1.3 Objective of the study

1. To determine the relationship between students' prior knowledge and their ability to grasp new biology concepts.
2. To assess the extent to which prior knowledge affects students' performance in biology tests.
3. To examine the role of prior knowledge in students' engagement and participation during biology lessons.
4. To explore the impact of prior knowledge on students' ability to apply new biology concepts in practical situations.
5. To evaluate the effect of teaching methods that build on prior knowledge on students' learning outcomes in biology.

1.4 Research Questions

1. How does prior knowledge influence the ability of students to understand new biology concepts?
2. What is the impact of prior knowledge on students' performance in biology tests?
3. How does prior knowledge affect students' engagement and participation in biology lessons?
4. How does prior knowledge influence students' ability to apply new biology concepts in practical situations?
5. What is the effect of teaching methods that leverage prior knowledge on students' learning outcomes in biology?

1.5 Research hypotheses

Null Hypothesis (H0): There is no significant positive relationship between prior knowledge and student's ability to learn new biology concepts in government day secondary school Amanawa

Alternative Hypothesis (H1): There is a significant positive relationship between prior knowledge and student's ability to learn new biology concepts in government day secondary school Amanawa.

1.6 Significance of the study

The study on "The impact of prior knowledge on students' ability to learn new biology concepts in Government Day Secondary School Amanawa" holds significant academic, practical, and theoretical implications. Academically, understanding how prior knowledge influences learning outcomes in biology is crucial for educational practitioners and policymakers alike. By elucidating the relationship between existing knowledge and the acquisition of new biological concepts, the study contributes to pedagogical strategies tailored to students' cognitive processes and learning needs. It fills a gap in current literature by focusing specifically on the context of Government Day Secondary School Amanawa, providing localized insights that can inform educational practices within similar settings across Nigeria and beyond.

Practically, the findings of this study can directly impact teaching methodologies and curriculum development in secondary education. Educators can use the insights to tailor instructional approaches that build upon students' existing knowledge, thereby enhancing comprehension and retention of biology concepts. By identifying specific areas where students struggle due to inadequate prior knowledge, educators can implement targeted interventions and scaffolding techniques to support learning progression effectively. This practical application extends to curriculum designers who can adjust the sequencing and depth of biological content based on empirical evidence of how prior knowledge influences students' readiness to grasp new concepts.

Theoretically, this study contributes to cognitive science and educational psychology by advancing our understanding of learning processes within the domain of biology education. It explores the dynamics of knowledge integration and conceptual change, shedding light on how students construct mental models and revise existing schemas when encountering new biological information. The theoretical framework developed from this research can enrich existing models of learning theories, such as constructivism and schema theory, by providing empirical validation in a real-world educational setting. Moreover, it offers a nuanced perspective on the factors influencing learning outcomes beyond traditional academic measures, emphasizing the role of prior knowledge as a foundational element in educational achievement.

1.7 Scope of the study

This study focuses to determine the relationship between students' prior knowledge and their ability to grasp new biology concepts, assess the extent to which prior knowledge affects students' performance in biology tests, examine the role of prior knowledge in students' engagement and participation during biology lessons, explore the impact of prior knowledge on students' ability to apply new biology concepts in practical situations, and evaluate the effect of teaching methods that build on prior knowledge on students' learning outcomes in biology. Hence biology students in government day secondary school Amanawa shall serve as enrolled participants for this study.

1.8 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are:

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study.

1.9 Definition of terms

Impact: The effect or influence that prior knowledge has on the students' capacity to understand and grasp new concepts in biology. This includes how prior knowledge either facilitates or inhibits learning outcomes.

Prior Knowledge: Also known as background knowledge or prior experience, this refers to the information, skills, and understanding that students already possess before encountering new biology concepts. It includes knowledge gained from previous educational experiences, personal experiences, and cultural background.

Student: An individual enrolled in Government Day Secondary School Amanawa, specifically focusing on their ability to learn and understand new biology concepts. This term encompasses learners at various stages of educational development and cognitive abilities.

Ability: Refers to the students' capacity, skill, or proficiency in acquiring and comprehending new biology concepts. It encompasses cognitive abilities such as memory, reasoning, problem-solving, and understanding.

Learn: The process by which students acquire knowledge, skills, behaviors, or attitudes related to biology concepts. Learning involves the integration of new information with existing knowledge and the ability to apply that knowledge in various contexts.

New Biology Concepts: Refers to unfamiliar or previously unlearned ideas, principles, theories, or facts within the field of biology that students encounter for the first time. These concepts may range from fundamental principles to complex topics within the curriculum of Government Day Secondary School Amanawa.

Impact Assessment: The process of evaluating and measuring the effects of prior knowledge on students' ability to learn new biology concepts. It involves collecting, analyzing, and interpreting data to understand the extent and nature of the influence that prior knowledge has on learning outcomes.

Biology: The scientific study of living organisms, including their structure, function, growth, evolution, and interactions with the environment. Biology concepts encompass a wide range of topics such as cellular biology, genetics, ecology, physiology, and evolution, among others.

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