An Analysis of Reasons Behind Difficulties in Understanding Life Science Concepts of Undergraduate Students in Universities of Chhattisgarh
DOI:
https://doi.org/10.14738/assrj.107.14516Keywords:
Life Science concepts, difficulties, understandingAbstract
pThe purpose of the study was to find out the differences between the reasons behind difficulties of life science concepts of under graduate zoology students of Guru Ghasidas Vishwavidyalaya and Atal Bihari Vajpayee University Bilaspur, (C.G.) Chhattisgarh state. For the present study two hundred (200) B.Sc. 3rd year Zoology students of Guru Ghasidas Vishwavidyalaya and Atal Bihari Vajpayee University Bilaspur, (C.G.), India was selected. For the present study researcher has selected students those who are studying in B.Sc. 3rd year at the time of data collection. For the collection of data researcher has constructed “Reasons Behind Difficulties Inventory” (RBDI)” with reliability 0.75measured through test, re-test method and to find out the difference chi square test was used and implemented purposive sampling technique. In this present study only twenty (20) life science concepts of B.Sc. 3rd year Zoology subject were taken and remaining zoology concepts of B.Sc. 3rd year has not been considered. After collection of data through this tool researcher has analysed the quantitative data by using descriptive statistics. The study concluded that there was a significant difference between graduate zoology students of Guru Ghasidas Vishwavidyalaya and Atal Bihari Vajpayee University Bilaspur, (C.G.) in all the selected ten reasons at 0.025level of significance./p p /pReferences
Ahmad, F., & Mitalistianidan. (2018). High School Biology Topics That Perceived Difficult By Undergraduate Students. Journal Penelitian Pendidikan Biologi, 2(2), 73-84.
Celiker, H. D. (2015). Prospective Science Teachers’ Level of Understanding and Explanation of Animal and Plant Cells: Draw-Write. Journal of Baltic Science Education, 14(4), 501-512. 33
Çimer, A. (2012). What Makes Biology Learning Difficult and Effective: Students’ Views. Educational Research and Reviews, 7(3), 61-71.
Cooper, J. M. (2007). The Cell - A Molecular Approach (4th ed.). SinauerAsso. Inc.
Ryan, G. T., & Ellis, C. A. J. (2009). Conceptions of Evolution among Science Graduate Students. BioScience, 59(9), 792-799.
Griffard, P. B., & Wandersee, J. H. (2001). The two-tier instrument on photosynthesis: What does it diagnose? International Journal of Science Education, 23(10), 1039-1052. https://doi.org/10.1080/09500690110038549
Michael, J. A., Modell, H. I., &McKee, B. J. (2002). Undergraduates' understanding of cardiovascular phenomena. Advances in Physiology Education, 26(2), 72-84. https://doi.org/10.1152/advan.00007.2002
Kaya, S. (2014). Understanding of basic science concepts: Does taking more science courses matter? Procedia Social and Behavioral Sciences, 116, 152-157. https://doi.org/10.1016/j.sbspro.2014.01.184
Karp, G. (2009). Cell and Molecular Biology: Concepts and Experiments (6th ed.). Wiley.
Muspikawijaya, Iswari, R., & Marianti, A. (2017). Analisis Kesulitan Peserta Didik SMA/MA Kabupaten Luwu Timur dalam Memahami Konsep pada Materi Metabolisme Sel. Journal of Innovative Science Education, 26(2), 252-263.
Wyner, Y., & Blatt, E. (2018). Connecting ecology to daily life: how students and teachers relate food webs to the food they eat. Journal of Biological Education, 53(2), 128-149. doi: 10.1080/00219266.2018.1449686
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Sujeet Kumar, Janki Dhapola

This work is licensed under a Creative Commons Attribution 4.0 International License.
