Identification of Biology Students’ Misconceptions in Genetics Among Secondary School Students in Nembe Local Government Area in Bayelsa State

Abstract

This study investigated identification of Biology students' misconceptions in genetics among secondary school students in Nembe Local Government Area of Bayelsa State. A descriptive survey design was adopted for the study. Sample size of 361 students from a population of 3 798 was determined using Taro Yamane formula. Four schools were selected using purposive sampling technique from 16 secondary schools in Nembe Local Government Area. Two research questions and one null hypothesis guided the study. The instrument for data collection was a Genetic Concept Diagnostic Test. The face and content validity was moderated by the researchers’ supervisors and three lecturers in science education department in Rivers State University. A test-retest method of reliability was used to test the reliability of the instrument, a reliability coefficient of 0.77 was obtained using Pearson Product Moment Correlation. The data collected was analyzed using frequency and percentage for research questions while the hypothesis was tested using independent t-test at 0.05 level of significance respectively. Results from the study showed that students had misconceptions in genetics, which was not influenced by gender. Therefore, it was recommended that Biology teachers first identify students’ misconception before employing student-centered teaching approach to remedy the misconceptions for meaningful learning to take place.