GENETICS MISCONCEPTIONS IN MOROCCAN SECONDARY CLASSROOMS: A MIXED-METHODS STUDY POST-INSTRUCTION

Abstract

Genetics education remains challenging, and limited research has examined the profile of misconceptions present after curriculum-aligned instruction in the Moroccan secondary context. This descriptive cross-sectional study examined the conceptual understanding and misconceptions of 71 second-year Baccalaureate students following completion of a 34-hour formal genetics unit. Data were collected using a questionnaire assessing gene function, hereditary transmission, and genotype–phenotype relationships. Quantitative analysis used descriptive statistics and independent samples t-tests, while qualitative responses were analyzed through inductive thematic analysis. Results showed a moderate mean score of 4.06/6 (SD = 1.19). Hereditary transmission was the most challenging concept (40.8%), and conceptual difficulties represented 84.5% of reported challenges. A significant difference between classes was observed (t(69) = −2.15, p = 0.036, d = 0.50), indicating variability in conceptual understanding. Qualitative responses revealed deterministic reasoning and confusion between genotype and phenotype. These findings provide classroom-based evidence of students’ conceptual understanding following curriculum instruction and highlight the persistence of conceptual difficulties even after formal teaching. The results underscore the need for instructional strategies that explicitly address misconceptions, promote mechanistic reasoning, and improve genetics learning outcomes. This study contributes to the growing body of evidence on genetics misconceptions in non-Western educational contexts and provides a basis for future interventions aimed at improving genetics education in Moroccan secondary schools.