ASSESSMENT OF STUDENTS’ DIFFICULT AREAS IN PRACTICAL BIOLOGY DRAWINGS
Innocent Ebere Okereke
Department of Science Education, University of Nigeria, Nsukka
Senior Secondary Biology students have difficulties in drawing specimens during practical Biology sessions. As a result, they tend to be scared away from the subject. This study identified the difficult areas that negatively affect students’ specimens’ drawings in practical Biology and proffered solutions to them. Guided by two research questions, the study employed descriptive survey design. It was conducted in Njaba L.G.A of Imo Sate with a population of 3,111 senior secondary school Biology students. Two out of the four co-educational public secondary schools were randomly sampled and a total of 270 SS3 Biology students in the two schools formed the sample of the study. Biology Practical Drawing Test (BPDT) instrument developed by the researcher was used in data collection. The instrument subjected to Kendall’s Coefficient of Concordance (W) has a reliability coefficient of 0.65. The scores obtained were analyzed using descriptive statistics. It was identified that students’ difficult areas in Practical Biology drawings were their inability to draw the given specimens within the instructed size range, writing of incorrect titles of the drawn specimens, stating the magnification wrongly, using bad drawing outline, neat label issues, actual label challenges and their inability to represent the detail of specimen drawn. Thus, it was recommended that for students to increase their achievement in specimens’ drawings during Biology practical activities, students need to improve on their difficult areas in practical Biology drawings by ensuring that: specimens are drawn within the instructed/stated size range, correct titles are given to their drawings, labels are correct, horizontally placed and should not fall within the drawing to avert “name-loads”, magnification of their drawn specimens is correctly stated, detail of drawn specimens should be carefully indicated, and thin continuous lines are used to draw specimens’ outlines.
Keywords: Biology, drawing, practical activities and difficult area(s)