PERCEIVED DIFFICULTIES OF SOME BIOLOGICAL CONCEPT BY SENIOR SECONDARY SCHOOL STUDENTS IN THE STUDY OF SOME BIOLOGICAL CONCEPT
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Abstract
Biology is basic for understanding the complexities of life. This aspect of science for example, genetically making significant contribution such as genetically modified foods to many of the inventions that are shaping modern day, and has helped to explain many of the events being encountered in everyday life for example. Despite its importance, biology remains the least pass rate at WAEC and NECO exams science subject among students generally. The study sought to find out the biological concepts in the National Curriculum that students in Senior Secondary School Two (SSII) have difficulties in learning, the reasons why students have difficulties in learning such concepts in biology, and to suggest ways of improving the effectiveness of the teachinglearning process of biological concepts. For these purposes, a questionnaire consisting of both closed and open-ended items was administered to the students in the data collection procedure. The instrument was administered to 400 SS II students in some selected secondary schools in Education District V of Lagos State. The data collected were analyzed both qualitatively and quantitatively. The result showed that there was no significant difference in the perception of students on difficult concepts in Biology on the basis of their subject areas - Science, Commercial or Arts (F(2, 397) = 1.523, P > 0.05, Partial η2 = .008, R2=.003). Moreover, findings revealed that students usually have difficulties in five major concepts. Among of which were nutrient cycling in nature, ecological management, conservation of natural resources, pests and diseases of crops as well as reproductive system in plants. However, teaching strategies, students’ attitude, inadequate learning resources and students’ learning habits were the reasons adduced by students of the perceived difficult concepts. In remedying the problem, the students suggested the use of varied strategies that would involve appropriate instructional materials, use of hands-on and minds-on strategy, integrating biological concepts to daily life and provision of adequate and functional resources.
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