EFFECTS OF FLIPPED CLASSROOM, REFUTATIONAL AND EXPOSITORY TEXTS STRATEGIES ON UNIVERSITY OF BENIN PRESERVICE TEACHERS ACHIEVEMENT IN THE CONCEPT OF GENETICS

Abstract

Misconceptions in the concept of Genetics among biology students have long been a problem in secondary schools as it creates poor performances in biology examinations. Several factors have been mentioned to have contributed to this problem among which are the misconceptions that arise from teachers. Hence, the need for this study to investigate the misconceptions that exists among 300 level and 400 level Preservice Biology and Integrated Science Student Teachers in the University of Benin and the possible strategies that can help improve understanding and achievement in the concept of Genetics. Three research questions were raised to guide this study. The quasi-experimental, pre-test post-test non-randomized design was employed. The population of the study was made up of 253 Preservice Biology and Integrated Student Teachers of the Department of Curriculum and Instructional Technology, from the Faculty of Education, University of Benin. The simple random sampling technique was used to select the sample size of one hundred and forty-eight (148) Biology and Integrated Sciences Preservice Student Teachers. The sample was also randomly selected into the three groups, namely Groups A and B (Experimental) and Group C (Control). Data was collected using Genetics Achievement Test (GAT) instrument, and two treatment packages made up of videos and texts structures. The treatment packages were validated by experts in the field and the reliability coefficient value of 0.721 was obtained using the Kuder –Richardson formula 20 for GAT. Findings showed that (74.49%) of the Preservice Teachers had misconceptions in genetics. The results also showed that there was also a significant difference in the effects of using the Flipped Classroom and Refutational Texts Strategies when compared to the use of Expository Text strategies in improving achievements in the concept of Genetics amongst Preservice Biology and Integrated Science Teachers.