ASSESSMENT OF STUDENTS MISCONCEPTIONS IN BIOLOGY AND DEVELOPMENT OF REMEDIAL STRATEGIES IN GOVERNMENT DAY SENIOR SECONDARY SCHOOL GADAU
Abstract
ABSTRACT
This study investigates students’ misconceptions in biology and develops remedial strategies to address them, focusing on four key areas: the perceived wideness of biology as a subject, the complexity of biological diagrams, the identification of crop pests, and difficulties in pronouncing biological concepts. A descriptive research design was employed, using diagnostic tests, interviews, and classroom observations to identify the nature and extent of misconceptions among secondary school students. Findings revealed that many learners perceive biology as overly broad, struggle to interpret and draw complex diagrams, misidentify common crop pests, and experience pronunciation challenges that hinder effective communication and understanding. To address these issues, targeted remedial strategies were developed, including the use of simplified learning materials, step-by-step diagram interpretation guides, visual aids for pest identification, and phonetic drills for biological terminology. The study concludes that early identification of misconceptions and the implementation of focused remedial interventions can significantly improve students’ comprehension, retention, and confidence in biology.
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