Secondary School Biology Research Articles

Model of the �Green School� with the use of an educational-experimental site in the formation of biological skills of students in rural schools in the Republic of Kazakhstan

Relevance. The research activities of schoolchildren play a crucial role in their socialization and preparation for higher education, particularly in developing biological and environmental skills essential for understanding and preserving the natural world. This study focuses on identifying effective methods to foster these competencies among schoolchildren. Purpose. This article aims to explore how extracurricular education, particularly through models like the �Green School� and educational and experimental sites, contributes to the formation of biological competencies in schoolchildren. Methodology. The study examines the features of extracurricular learning, including the �Green School� model and educational and experimental sites. It explores the essence of biological and environmental skills, analyses the role of extracurricular activities in skill formation, and evaluates the teacher's influence on developing biological skills and the competencies required of modern biology educators. Results. The research demonstrates the effectiveness of using educational and experimental sites and implementing the �Green School� model in enhancing schoolchildren's skills. It underscores the positive impact of these methods in fostering a love for nature, promoting environmental awareness, and cultivating the ability to explore and acquire knowledge about the natural world. Conclusions. The findings support the integration of extracurricular activities like the �Green School� model and educational sites to enhance biological competencies among schoolchildren. This research is intended to assist biology and natural science teachers in rural secondary schools, improving their professional training and teaching methodologies. Additionally, the study encourages the development of students' appreciation for nature and their understanding of environmental preservation, thereby enriching their overall educational experience. Keywords: project based learning; environmental education; training and experimental area; �Green School�

Identification of Perceived Difficult Topics in Senior Secondary School Biology Curriculum in Zamfara State

This descriptive survey research aimed to identify the topics within Senior Secondary (SS) I – II biology curriculum perceived as difficult by SS II students and biology teachers. The population comprised 27,375 SS II students and 209 biology teachers in Zamfara State. The sample size of 378 students were sampled using random sampling technique, while 48 biology teachers having minimum of 5 years of teaching experience were purposively selected. An instrument titled Difficult Biology Topics Scale with reliability coefficients of 0.82 was used for data collection. Two research questions and one null hypothesis guided the study. Mean and standard deviation were used to answer the research questions while the hypothesis was tested using t-test at 0.05 level of significance. The findings revealed that, in all the listed 30 biology topics, SS II students and their teachers identified Nutrition in animals, Respiratory system, and Pests and diseases of crops as difficult. More so, SS II students identified the topic Cell and its environment, Functioning ecosystems, and Nutrient cycle as difficult, while teachers considered them easier. The disparity in perceived difficulty levels of 30 biology topics between SS II students and teachers was statistically significant (t=2.51, df=424, p=0.030). The study recommends targeted professional development for biology teachers and use of student-centered approaches in remediating the perception that some biology topics are difficult.

The Impact of Open Educational Resources Based Professional Development on the Bhutanese Secondary Biology In-service and Pre-Service Teachers

This study examined the impact of Open Educational Resources (OER) based professional development of secondary school biology teachers in Samtse Dzongkha in Bhutan. It highlights the importance of teaching and learning biology in secondary classrooms, emphasising its relevance to students' understanding of science, the environment, and their future academic and career choices. Recognising the challenges faced by teachers and students in biology education, STEM teacher educators from Samtse College of Education underwent professional development using OERs and online sessions facilitated by experts from Tata Institute of Social Sciences (TISS) in India. These educators collaborated with peers from Tanzania, Nigeria, and TISS to develop six-week-long OERs on specific biology topics, which were then shared with selected in-service and pre-service biology teachers in Bhutan through Moodle platform. Additionally, an online Community of Practice (CoP) was established on Telegram to support the ongoing professional development. The study employed a mixed-methods approach, utilising pre and post-test scores, lesson plans, reflections, and interviews to assess the impact of the OERs on teachers. The CoP network was also analysed to understand communication patterns and knowledge sharing within the community. The results from pre-test and post-test assessments across these modules showcased marginal improvements in teachers' subject content knowledge. Detailed analysis of lesson plans and reflections revealed evolving proficiency in various pedagogical domains. Notably, many teachers sought technological integration, demonstrating an eagerness to utilize digital tools for enhancing student engagement. Despite these positive trends, a significant gap in high expertise levels among teachers was observed, particularly in the Genetics module. This hints at an underlying need for enriched professional development opportunities in specific content areas. Therefore, findings of this study concludes by recommending educational institutions to support continuous professional development for biology teachers through the integration of OERs, thereby improving the quality of biology education.

Effect of Computer Simulation Instructional Package and Gender Influence on Students' Attitude Towards Secondary School Biology

Effect of Computer Simulation Instructional Package and Gender Influence on Students' Attitude Towards Secondary School Biology

An Analysis of the Concept of Water in Secondary School Biology Textbooks

As a result of human beings' activities to dominate nature and transform it for their own benefit as they continue to advance in science and technology, environmental problems such as climate change have become the biggest threat faced by the biosphere in the current century. One of the biggest problems of humanity today is the scarcity of water resources. It is important to reveal the meanings attributed to the concept of water in biology textbooks in order to identify and eliminate the deficiencies or gaps between the concepts related to the subject. The main purpose of this study is to analyze how the concept of water is presented in secondary school biology textbooks. In line with this purpose, answers to the following questions were sought: What biological concepts is water associated with in biology textbooks and how often is it used? Under which categories can the concept of water be classified in biology textbooks? In the study, document analysis was conducted on four biology textbooks published by the Ministry of National Education to be taught in high schools in the 2023-2024 academic year. A qualitative methodology based on inductive logic was used to analyze the data. How water is emphasized in biology textbooks was discussed, and categories were developed to conceptualize explanations about water. These categories were: water as a substance in the structure of organisms, water as a habitat for organisms, water as a substance involved in chemical reactions, water as a human health factor, water as an essential requirement for organisms, water as an environmental problem factor and water as a scarcity factor. According to the results of the textbook content analysis, it was seen that the relationships between water and health concepts in the category of water as a human health factor were well structured. In the study, it was seen that the concept of water was presented in accordance with the target achievements in line with the secondary school biology course curriculum and that the key concepts were given literally. However, it was revealed that the concept of water in textbooks should be structured according to the principles of the systems thinking approach.

The Relationship Between Parental Involvement and Academic Performance in Biology in Public Secondary Schools in Kilifi County, Kenya

Knowledge of Biology is important, not only for understanding our lives, but also for pursuing further studies in related disciplines like medicine and agriculture. Performance in the subject in Kenya public secondary schools has been low over the years and this has prompted studies into some of the predicting factors for this biology performance. The aim of this research was to determine the relationship between parental involvement and academic performance in biology in public secondary schools in Kilifi County, Kenya. Cognitive Theory of Development by Jean Piaget (1936) and the Framework of Parental involvement by Norman Epstein (2002) were used to inform the study. Descriptive and correlational designs were used where a sample of 322 participants were selected from a population of 1535 students and teachers. Stratified random, simple random, Purposive sampling was used to select Biology teachers, form three class as well as the 10 public secondary schools. A sample of 306 form three students and 16 Biology teachers was then selected from the target population. Data was collected from students and teachers using the parental involvement tool and a teacher questionnaire. The study incorporated content validity which was established through expert opinion. Instrument reliability was achieved using split half method where a Cronbach’s alpha reliability coefficient of 0.7 was realized. Data from students Biology performance were obtained through document analysis. The Statistical Package for Social Sciences (SPSS) version 26.0 was used. Descriptive statistics of frequencies, mean and standard deviation were used and inferential statistics of Pearson moment correlation analysis were used for data analysis. Parental involvement was found to be significantly correlated with academic performance in biology. There was need to maintain parental support to enhance student performance. Studies using other designs, contexts and general learner performance may shed more light into the subject.

The Impact of Cl4STEM Online Community of Practice on Science and Mathematics Teachers’ Knowledge and Professional Development in Nigeria

Connected Learning for STEM (CL4STEM) is an innovative teacher capacity-building project piloted in Nigeria. It aimed at science, technology, engineering, and mathematics teachers’ capacity building to foster higher-order thinking with inclusion and equity (HOTIE) in their classroom practices. It adopted a model of mobile-based communities of practice (CoP) as one of the strategies for CL4STEM teacher professional development. Hence, this study investigated the impact of the CL4STEM project online CoP on science and mathematics teachers’ subject matter knowledge, pedagogical content knowledge, and professional practice for achieving HOTIE in their classrooms. The study adopted a survey research design involving documentary content analysis and a one-group pre-test-posttest design to collect qualitative and quantitative data to achieve the objectives of the research. The population of the study was all science; biology, chemistry, and physics teachers in senior secondary schools in selected states in Northern Nigeria. Purposive sampling was used to select one newly qualified biology, chemistry, physics, and mathematics teacher per subject area from twenty sample schools in the population, thus a target sample size of 80 science and mathematics teachers, 20 each per subject. Content analysis of the module reports and evaluation of lesson plans were used to obtain qualitative data on the science and mathematics teachers’ CoP practices and professional learning. The Pre-test and post-test on the teachers’ subject matter knowledge and pedagogical content knowledge were the instruments for quantitative data collection. The instruments were validated by the project consultant and science and mathematics education experts. Four research objectives and four corresponding research questions guided the study. Descriptive statistics, descriptive content analysis, and descriptive narrative were used to analyze the data. The study revealed that online CoP has remarkably impacted teachers’ subject matter and pedagogical content knowledge and professional development.

Checklist of pests and diseases of fruits and vegetables in Bamenda, North West Region, Cameroon

Fruits and vegetables are an integral part of human diet attributed to their appealing flavour, taste, nutrients and health-promoting properties. However, in Cameroon, the agricultural system is constantly dealing with a decrease in fruit and vegetable yield due to diseases and pests’ infestation. The aim of this study was to identify diseases and pests of fruits and vegetables in farms and markets in Mezam Division. North West Region of Cameroon. A field survey was conducted in randomly selected farms in Mezam, Bamenda while a market survey was carried at Mile 3 Nkwen and the Bamenda food markets in December 2022 and January 2023 with the participation of secondary school Biology teachers as trainees. They were taught on the signs and symptoms of diseases caused by fungi, bacteria, and viruses on fruits and vegetables by plant pathologists while insect pests’ identification was taught by agriculture entomologists from the University of Bamenda. Pictures of infected vegetable and fruit parts were taken; host plant was identified and the pathogens causing disease was identified based on signs and symptoms and results presented on tables. Also, Infected vegetables and fruits samples were cultured in PDA and pure cultures were identified by use of cultural characters. Insect identification was done with the aid of photographs and by the use of a dichotomous key which was used to determine the orders of the different insect pests. High number of vegetables and fruits were found to be infected by fungi, bacterial and viral pathogens. The symptoms observed in farms and markets ranged from fusarium wilt caused by Fusarium oxysporum on Passifora edulis, bacteria canker of Persea americana to leaf spot disease caused by Pleospora spp. on Talinum fruticosum. The insect pests identified were Dacus punctatifrons, Helicoverpa armigera, Podagrica spp., Bemisia tabaci and aphids. Some of these insect pests serve as vectors of plant diseases.

Exploring the Practical Path of Application-Oriented University Student Clubs Serving Secondary School Biology Teaching

Exploring the Practical Path of Application-Oriented University Student Clubs Serving Secondary School Biology Teaching

DIGITAL LITERACY IN BIOLOGY EDUCATION THROUGH MOBILE LEARNING TECHNOLOGIES

The integration of mobile learning technologies in biology education presents a novel approach to enhancing digital literacy among students. This study investigates the impact of mobile learning tools, such as educational apps and virtual labs, on developing digital competencies in secondary school biology lessons. Employing a mixed-methods research design, the study combines quantitative surveys to assess changes in students' digital literacy levels with qualitative interviews to gain insights from educators and students. Participants included secondary school students and biology teachers from various schools, who integrated mobile learning technologies into their biology curriculum. The results demonstrate a marked improvement in students’ digital literacy, with a notable increase in their ability to navigate, evaluate, and create information using digital technologies. Furthermore, the integration of mobile technologies was found to enhance student engagement and understanding of biology concepts. This study contributes to educational technology literature by highlighting the role of mobile learning in promoting digital literacy and providing practical insights for its implementation in biology education.

Effect of Kolawole Problem Solving Method On Students’ Attitude Towards Biology in Secondary Schools in Ondo State, Nigeria

This study investigates the impact of the Kolawole Problem Solving (KPS) method on students' attitudes towards Biology in secondary schools in Ondo State, Nigeria. The study addresses three specific objectives: (i) examining the difference in attitudinal mean scores between students exposed to KPS and those using conventional methods in Biology, (ii) analyzing gender-based variations among students using the KPS method, and (iii) evaluating differences in attitudinal mean scores between students in rural and urban schools using the KPS strategy. A quasi-experimental design with a pre-test, post-test, control group structure was employed, involving an experimental group using the KPS technique and a control group using traditional methods. The study's population comprised Senior Secondary School Two (SSS II) students enrolled in Biology courses at public secondary schools in Ondo State. The sample included 139 SSS II students from six public schools, selected through a multistage sampling procedure. Data were collected using the Students' Attitude Towards Biology Scale (SATBS). The results revealed a significant difference in attitudinal mean scores between students exposed to KPS and those using conventional methods, with the KPS group exhibiting a more positive attitude toward Biology. However, no significant gender-based differences were observed among students using the KPS method, and there were no significant variations in attitudinal mean scores based on geographical location. In conclusion, the implementation of the Kolawole Problem Solving approach positively influenced students' attitudes toward Biology, without gender bias and regardless of location. This suggests the potential benefits of incorporating the KPS method into Biology curricula and providing comprehensive teacher training to effectively utilize this approach.

Influence of Dick and Carey instructional model on secondary school biology students’ performance in Katsina State, Nigeria

The focus of this research is on the impact of Dick and Carey instructional model on the performance of secondary school biology students in Katsina State, Nigeria. Gender was also considered in the study to see if the Dick and Carey model could improve performance in biology regardless of gender. The study used a quasi-experimental design with pre- and post-test control groups. The study’s population consists of all senior secondary II (SSII) biology students in Katsina State. The study’s sample size is 140 SSII biology students. Purposive sampling was used to select four schools from the Funtua Educational Zone to participate in the study. Each school’s intact SSII class was used for the study. Two schools were assigned to experimental and control groups at random. The instruments for the study were Dick and Carey instructional model guide (DCIMG) and biology performance test (BPT). BPT was validated by experts from Usmanu Danfodiyo University’s biology department and experienced secondary school biology teachers. The split-half method yielded a reliability index of 0.71 for BPT. The study was guided by three null hypotheses, and the data collected was analyzed using descriptive statistics and t-test analysis. The results showed that the experimental group treated with DCIMG outperformed the control group treated with the traditional method. Furthermore, gender has no effect on student performance in biology. Thus, it was recommended, among other things, that DCIMG be used in biology teaching regardless of gender, especially when dealing with difficult concepts in biology.

Fictional placemaking creating meaningful contexts for causal reasoning in secondary school biology education

ABSTRACT In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful contexts providing opportunities for the learning of biology. Four design principles were formulated from theories on: (1) pedagogy of place; (2) communities of practice; (3) imaginative teaching; and (4) story-based learning. Based on these principles a lesson series was designed in which students were challenged to create societies living in domes on Mars as a fictional place. This lesson series was conducted in a ninth-grade class (28 students) at pre-university level. It was evaluated on the contribution of the design principles to create a meaningful context for the learning of biology. This research focuses on causal reasoning, which is a key competency in biology. The analysis of artefacts of group work showed evidence that students expressed different types of causal reasoning. Reflection on each of the design principles made clear how fictional placemaking provides opportunities for the development of students’ causal reasoning.

Playful strategies for effective high school biology teaching

This paper presents an educational design that develops, implements, and evaluates certain educational games to support teaching and learning biology in secondary school. A quasi-experimental design was employed in which biology was taught to an experimental group using educational games while a control group was taught using traditional methods. The quasi-experiment was conducted in the first year of a technical high school, with two biology teachers assigned to each of the groups involved in the study. Both the control group and the experimental group consisted of 40 students. The study used observation guides, surveys, and questionnaires to collect data. The results demonstrate that educational games positively impact the teaching and learning of biology.

Teachers’ Readiness for Information and Communication Technology in Teaching of Biology in Secondary Schools in Ekiti State, Nigeria

This study investigates the readiness of teachers for Information and Communication Technology (ICT) integration in the teaching of Biology in secondary schools within Emure Ekiti, Ekiti State, Nigeria. The research aims to assess students' performance in Biology, examine the availability and utilization of ICT for teaching Biology, and explore the potential influence of ICT on students' performance. A descriptive survey design was employed, with data collected from 10 Biology teachers and 90 students across five secondary schools in Emure-Ekiti. The research instruments, Information and Technology Equipment Checklist (ITEC) and Biology Performance Inventory (BPI), were used to gather data on ICT availability, utilization, and students' performance in Biology. The study revealed a low level of availability and utilization of ICT facilities in the sampled schools. However, the level of students' performance in Biology was found to be moderate. The findings suggest that the availability and extent of ICT utilization have a significant impact on students' performance in Biology. Recommendations include government intervention to provide ICT facilities in secondary schools, enforcement of ICT utilization through inspectorate departments, and active engagement of Biology teachers in incorporating ICT tools in their teaching methods.

ANXIETY EFFECT ON STUDENTS AND PERFORMANCE IN BIOLOGY: A CASE STUDY AMONG SECONDARY SCHOOLS IN SOKOTO CITY, NIGERIA

The Sokoto state needs biology-based students for the making of many useful professionals that works in a diverse array of human lives. However, there is a report showing poor performance in the subject. Anxiety is an issue that may affect education; thus, this work aimed to assess the issue of anxiety among students of biology in secondary school, the related causes, and control. The study design applied was a survey (questionnaire) among 400 students in Sokoto and the data was managed using descriptive statistics. Sources revealed include: How often do you hear from your family while on campus had the greatest percentage with 40.0%, then by Lack taking in a well-balanced diet with 30.0 %, How often have you been following your time table had 20.0%, followed by Distractions or disturbances from a roommate on campus (7.5%), and the least was How often have you been angered because of things that were beyond your control on campus with 2.5%. The effects of anxiety on academics include: Anxiety distracting from the lesson (40.0%), and reduces morale in academics (30.0%). Anxiety prevents students from finishing their assignments (20.0%), and elicits absenteeism (10.0%). Anxiety management includes: Major ploy is enough time and participating in extracurricular activities. Guidance and counselling/discussions with friends are helpful. Thus, academic anxiety can be tamed for better learning. Education on anxiety, enough rest, staying focused, and exercise are needed to enhance students’ academic performance.

A Bernsteinian analysis of the recontextualisation of knowledge in the plant biotechnology lessons

<p>The goal of this study was to explore the recontextualisation of knowledge in the plant biotechnology lessons at the Copperbelt university in Zambia. The study was aimed at understanding the pedagogic discourse which the biology education students experience during their training. The study used a qualitative approach to collect and analyse the data. Observation method was used to collect the data by video recording three lessons. Bernstein’s framing and classification concepts were the analytic tools in this study. Atlas ti 8 software was used to analyse the data. The study found that the framing was strong in the hierarchical rules, selection, sequencing, pacing and that the evaluation criteria and that the framing was weak in the evaluation criteria. The classification was weak (C-) in the inter-disciplinary relations, inter-discursive relations and in the intra-disciplinary relations. These findings indicate that biology education students were not adequately prepared to teach biology in secondary schools.</p>

Students’ Self-Regulation as Correlate of Academic Achievement in Biology in Public Secondary Schools in Orlu Education Zone, Imo State, Nigeria

The study investigated students’ self-regulation as a correlate of academic achievement in Biology in public secondary schools in Orlu Education Zone, Imo State, Nigeria. The study which adopted a correlation research design was guided by two research questions and hypotheses. The population for the study was 24,600 female students and male students. The sample size for the study was 200 female students and male students, from 5 intact classes of 40 students each, selected through a simple random sampling technique. One instrument, the “Students’ Self-Regulation Questionnaire” (SSRQ) was used for data collection. The instrument was validated by three lecturers in the Department of Educational Psychology, Alvan Ikoku College of Education, Owerri. The reliability of the instrument was established using test-retest method which yielded a coefficient of 0.86. Pearson’s Product Moment Correlation Coefficient (r) was used to answer the research questions and test the null hypotheses at 0.05 level of significance. Results showed a moderate extent to which acceptance of responsibility and controlling one's learning correlate with academic achievement in Biology in public secondary schools in Orlu Education Zone. In addition, there is no significant correlation between acceptance of responsibility and academic achievement in Biology in public secondary schools in Orlu Education Zone. It was concluded that students’ self-regulation correlates with academic achievement in Biology in public secondary schools as students’ acceptance of responsibility and controlling their own learning for their learning are considered important correlates

Mobile Augmented Reality in Biological Education: Perceptions of Austrian Secondary School Teachers

Today's teachers play a critical role in preparing students for the integration of educational technologies, such as augmented reality (AR), into their lessons. It is thought that AR implementation improves collaboration, motivation, and learning outcomes. Considering this, this study aims to determine the teachers’ perceptions of the benefits and obstacles of employing mobile AR applications (mAR) in their biology education, along with suggestions for practice, app developers, and policymakers. Therefore, a mixed-methods study was used to examine Austrian secondary school biology teachers’ opinions. A questionnaire containing open-ended and closed-ended questions was distributed to 35 teachers. Descriptive statistics were employed to process quantitative data, whereas grounded theory was utilized to process qualitative data. According to the findings, biology teachers likely utilize mAR apps to teach about human anatomy or to identify living things (e.g., plant determination). According to the teachers, mAR can improve students’ learning outcomes, motivation, and collaboration, and further their enthusiasm for learning biology. The main obstacles that teachers encounter whilst integrating mAR into their lessons are lack of technical devices, Internet issues, inconsistency with the curriculum, and questionable scientific accuracy of information. Despite the promising results, additional future studies with larger sample sizes are needed.

Effects of Inquiry and Discussion Methods on Secondary School Biology Students’ Achievement and Attitudes in Delta Central Senatorial District

This study investigated the effects of inquiry and discussion methods on secondary school Biology students’ achievement and attitudes in Delta Central Senatorial District. The study adopted pre-test post-test control group quasi-experimental design. The population of the study consisted of 17,790 senior secondary school one (SS1) Biology students in public secondary schools in Delta Central Senatorial District. A sample size of 418 SS1 Biology students in 9 public mixed secondary schools was used for the study. The instruments used for collection of data were: Biology Achievement Test (BAT) and Biology Student Attitude Scale (BSAS). The reliability of BAT and BSAS were established using Kuder-Richardson Formula 21 and Cronbach Alpha which yielded 0.77 and 0.78 reliability coefficient respectively. The data collected using BAT and BSAS were analyzed using mean, standard deviation, t-test and analysis of variance (ANOVA). The results showed that there was significant difference in the mean achievement scores of secondary school Biology students taught with inquiry and discussion methods, in favour of discussion method; there was no significant difference in the mean attitude scores of secondary school Biology students taught with inquiry and discussion methods. It was concluded that inquiry, discussion and lecture method of teaching enhance secondary Biology students’ achievement but at varying degree; and inquiry and discussion methods of teaching improve secondary school Biology students’ attitudes more than lecture method of teaching. However, discussion method of teaching has more effect compared to inquiry and lecture method of teaching. Based on these findings, recommendations were made.