DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Forfattere

  • Collins Owusu-Fordjour Department of Integrated Science Education, University of Education, Winneba, Ghana
  • Rosemary Naana Kumi-Manu Department of Biology Education, University of Education, Winneba, Ghana
  • Charles Kwesi Koomson Department of Integrated Science Education, University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejes.v11i11.5610

Nøgleord:

employment, intellectual disability, learners with intellectual disability, parental involvement, transition

Resumé

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.

 

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Forfatterbiografier

  • Collins Owusu-Fordjour, Department of Integrated Science Education, University of Education, Winneba, Ghana

    Collins Owusu-Fordjour (PhD) is a lecturer with the Department of Science Education at the University of Education, Winneba. He holds PhD in Science Education. His research interest is in science education, science teaching and learning, curriculum studies and evaluation and higher education.

  • Rosemary Naana Kumi-Manu, Department of Biology Education, University of Education, Winneba, Ghana

    Rosemary Naana Kumi Manu (PhD) is a lecturer with the Department of Biology Education in the University of Education, Winneba. She holds PhD in Science Education and conduct research in science teaching and learning, teacher education and higher education.

Referencer

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Publiceret

2024-10-06

Nummer

Årg. 11 Nr. 11 (2024)

Sektion

Articles

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