College students' conceptual understanding of genetic materials
This study is a descriptive research design which aims to investigate college students’ conceptual understanding of genetic materials. Specifically, it aims to know the students’ initial conception, identify the changes in the students’ conception after taking Genetics and determine the perceived fa...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2005
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/5860 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/12710/viewcontent/CDTG003872_F_Partial.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study is a descriptive research design which aims to investigate college students’ conceptual understanding of genetic materials. Specifically, it aims to know the students’ initial conception, identify the changes in the students’ conception after taking Genetics and determine the perceived factors that influence the change in the students’ conception of genetic materials by employing different sets of constructed and validated questionnaires and by conducting observations and interviews. The subjects of the study are third year Bachelor of Science in Agriculture students of the Cavite State University during the First Semester of School Year 2003-2004. Findings of the SICQ (Student’s Initial Conception Questionnaire) reveal that students have misconceptions of genetic materials. Students having weak conception or no understanding of the geneticmaterials before their attendance in genetics course have difficulties in making learning plausible and fruitful. Results also revealed that although the differences between SPPAQ (Student’s Pre and Post Assessment Questionnaire) before and after instruction are highly significant, and the content learning of the students seems evident, majority of the students still showed unclear understanding of genetic materials after taking genetics course and misconceptions of several concepts seems evident. Factors that influence the students’ understanding of genetic materials may be categorized into three factors: learner’s class climate and physical environment, learner’s apathy and satisfaction with school work, and teacher factor (favoritism, speed and goal direction). Majority of the students agreed that learning genetics is satisfying and interesting and that they wanted to pass the exams in genetics that is why they studied and learned all about the genes. |
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