Abstract
This study was conducted on a total sample of 136 Malaysian Form 4 Biology students to reduce students’ misconceptions in Cell Division using cartoonic and non-cartoonic simulations. Treatment group were taught by non-cartoonic simulation whereas control group were taught by cartoonic simulation. This study was quasi experimental and employed quantitative analysis involving pre achievement and post achievement test. All the data were gathered and analysed using descriptive statistics and inferential statistics such as paired samples t-test and one way ANCOVA. The results showed that the treatment group had significantly reduced misconceptions after taught by non-cartoonic simulation when compared to control group in Cell Division. Hence, findings of this study emphasize the importance of non-cartoonic simulation in reducing Biology students’ misconceptions.
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