Exploring Annotated Drawing For Improving Nigerian Secondary School Students Achievement in Genetics

Year 2014, Volume: 3 Issue: 1b, 1 - 11, 01.03.2014

Bolanle T. Danmole Soladoye N. Lameed

https://doi.org/10.20876/ijobed.48555

Cited By: 1

Abstract

The search for ways to bring about effective teaching and learning of biology in secondary schools has provided the impetus for this study. Therefore, the study investigated the effect of annotated drawing on the understanding of genetics by secondary school biology students. 110 secondary school students drawn from two intact classes constituted the sample for the study. Quantitative and qualitative methods were used to collect data using the research questions raised and hypotheses formulated for the study. A Genetics Achievement Test (GAT), a 50-item multiple choice test was used to collect quantitative data and an Interview Schedule (IS) was employed to elicit responses which constitute data for the qualitative method. A reliability coefficient of 0.82 was obtained for the GAT using the split-half method. Findings revealed that annotated drawing strategy had a significant positive effect on students understanding and achievement in genetics, male and female students alike benefited from the strategy. The analysis of data also showed that students had some misconceptions in biology which hitherto, hindered their understanding of genetics concepts. Suggestions elicited from biology students on how they could be assisted to learn biology and indeed, genetics meaningfully were obtained from their responses on the Interview Schedule (IS). Implication of the study included that, when appropriate instructional strategies are employed in the dissemination of science knowledge in the classroom, students’ understanding of concepts and learning become meaningful

Keywords

exploring, annotated drawing, achievement, genetics

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