AN EXAMINATION OF STUDENTS IDENTIFICATION OF DIFFICULT BIOLOGY TOPICS AND ITS EFFECT ON ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS

AN EXAMINATION OF STUDENTS IDENTIFICATION OF DIFFICULT BIOLOGY TOPICS AND ITS EFFECT ON ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

Science and technology continue to underpin individual and social progress. Because of its significant influence and contributions to humanity, the entire world takes scientific education very seriously. Because of the importance of science, the Nigerian government has made significant efforts to promote science-related fields and courses in Nigerian curricula (Tamaraukro Amuna, 2012). The Nigerian School Policy (2008) emphasizes scientific teaching and learning at all educational levels. The subject is known as “Basic Science” in elementary school. It is known in secondary school as “Biology,” and in tertiary institutions as “Biology,” with tentacles spreading to fields such as “Zoology,” “Microbiology,” “Medicine,” “Agronomy,” “Anatomy,” and “Botany,” among others.

Biology, in particular, is a natural science that studies living things and their interactions. in the natural world. It investigates the structure, function, growth, origin, evolution, and distribution of living things (Tamaraukro Amuna, 2012). And biology (the study of living things) is important to humans for many reasons. Biology is studied in school to obtain a diploma and to prepare students for careers that require the knowledge and practical skills gained through biology education. Biology also helps us live healthier and happier lives by helping us understand our bodies, other living beings, and our surroundings. It also emphasizes the importance of a healthy diet and cleanliness. Biology in high school is intended to develop and foster scientific attitudes while also broadening students’/learners’ understanding. It encourages its learners/students to ask open-ended questions and to evaluate.

objective and precise outcomes (CDC, 2000).

Understanding biology also enables students to follow instructions, complete and report activities, and interpret written material that supports scientific ideas. It was also intended to provide students with opportunities to practice skills such as observation, recording, classification, seeking answers, and objectively assessing information or interpreting situations (CDC, 2000). The student should be aware that social, economic, technological, ethical, and cultural factors influence and limit the study of biology. The application of biology can be beneficial or detrimental to an individual, a community, or the environment. Biology has no borders, and science’s language is universal when used correctly and rigorously (CDC, 2003). Despite the numerous benefits of studying biology, students’ performance in external examinations such as WAEC and NECO in Biology appears to be the most important factor.

to be deficient. For example, in 2010, 1 million and 132 candidates sat and wrote the National Examination Council (NECO) biology exam, but only 357 candidates/students passed Biology with distinction or credit (Tamaraukro Amuna, 2012). A number of factors have been identified as contributing to this failure as well as the difficulties students encountered in some biology classes.

In most cases, these factors include ineffective instructional materials, quack teachers or a lack of professional teachers in biology teaching, and the complexity of some biology topics. Because of laziness, laxity, and a low intelligence quotient, most students are unprepared to face and overcome challenges (IQ). Henry and Adams (2009), on their own, blame teachers, or at least some teachers, for the lack of

Continuous assessment is used effectively. Whatever the factors are, the goal of this study is to identify the topics that students struggle with. Against this backdrop, this study attempts to identify difficult biology topics in secondary schools with the goal of providing solutions to these difficulties/challenges among students.

1.2 Formulation of the Problem

Any research project of this type that does not have a clearly defined “problem” is lacking in foundation and significance. The goal of this research is to address the issue of poor biology performance among some students. Academics and intellectuals, on the other hand, claim that students’ poor performance in biology is primarily due to specific topics in biology that most students find difficult.

to comprehend. As a result, as stated in the introduction or background of our study, the majority of students were unable to pass biology exams.

Although, when compared to other scientific topics taught at the Senior Secondary school level, biology is frequently regarded as the easiest to master (Haambokoma Hakeema, 2007). However, test results, such as the previously mentioned 2010 NECO results, show that many students fail this course. Students’ low achievement or poor performance in biology indicates that they are struggling to understand the subject. However, the nature and causes of the problems encountered by biology students are unknown. Similarly, things that people find difficult are unknown. As a result, it is necessary to identify the themes and elements.

Contribute to the difficulties they face in the specified difficult issues. This is significant because a persistent lack of knowledge about topics in biology that students find difficult may result in students’ continued and prolonged poor performance in the subject matter, thereby retrogressing biology knowledge and impact not only among students in the current generation, but also from generation to generation.

1.3 Purpose of the Research

The study’s overarching goal is to investigate students’ identification of difficult biology topics and their impact on academic performance among senior secondary school students. The research will be guided by the following criteria:

to investigate why some biology topics are difficult for students

To determine the impact of difficulty in a biology topic

Students’ academic performance is evaluated.

To suggest methods for improving students’ understanding of the difficult biology concept in order to improve their academic performance.

1.4 Research Suggestions

For the study, the following research questions have been developed:

What are the reasons why some biology topics are difficult for students?

What effect does difficulty in a biology topic have on students’ academic performance?

What are the suggested methods for improving students’ understanding of the difficult biology concept in order to improve their academic performance?

1.5 The Importance of the Research

This study is extremely significant and significant because of the anticipated information it will provide, which will significantly contribute to knowledge in learning biology. Such information may be useful or not.

used to influence policy on curriculum design by various governmental and non-governmental educational institutions, such as the Ministry of Education. The data generated here can also be used by various stakeholders and private school owners to change teaching methods for maximum performance.

Furthermore, the information gathered here will be useful to secondary school teachers, education colleges, and university lecturers in identifying areas in their teaching/training programs that may need to be changed to address the challenges. In fact, biology teachers are likely to benefit from the study’s findings by improving their teaching methods. Science department heads will be able to monitor teaching and learning.

Biology can be taught effectively by ensuring the availability of all necessary materials or by providing all necessary teaching and learning aids.

Finally, this study will benefit the academic community by adding to the existing literature.

1.6. Purpose of the Research

The research will look into why students struggle with certain biology topics. The study will also look into the impact of difficulty in a biology topic on students’ academic performance. Finally, the study will suggest ways to improve students’ understanding of the difficult biology concept in order to improve their academic performance.

1.7 Study Restrictions

Unavailability of needed accurate materials on the topic under study, as with any other research, and inability to

Obtaining data was one of the constraints the researcher faced in the course of this study. The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires. Furthermore, time is a constraint because the researcher must shuttle between writing the research and engaging in other academic work, which makes the researcher uncomfortable.

1.8 Terminology Definition

Identification: The process of sharing, proving, or recognizing who or what someone or something is, according to the 7th Edition of the Oxford Advanced Learner’s Dictionary.

Biology is defined as the science of life and living organisms and is derived from the Greek words “Bios” meaning life and “Logos” meaning study.

Difficulty is a term or concept that every layperson understands. Because it is an adjective of the noun “difficult,” it simply means when something is complex or difficult to understand, or when a condition is critical.

Topics: A topic is a basic organizational unit of instruction that covers one or more closely related areas of study.