An investigation of the difficulties in teaching and learning of genetics and related topics

The focus of this study is to investigate the teaching and learning difficulties and their causes in genetics and related topics at grade 12 in Port Elizabeth District, South Africa. Qualitative and quantitative methods of research were both used to find answers to which genetics topics do learners and educators experience difficulties, the causes, and the possible solution to this problem. The qualitative design addressed the enquiry on the causes and the solutions to learning and teaching difficulties in genetics and related topics. The educators and learners had to express themselves relating their experiences as to the causes of the difficulties and how they think would be the effective way in solving these difficulties. This was achieved by the openended questions in the questionnaire. The qualitative approach was used to provide opportunity for the learners and educators to express their unique experience by responding to open ended questions. The educators and learners expressed what they have experienced using their own words, understanding, expressions and emphasis and not what is suggested to them. The quantitative approach was used to identify the concepts in genetics and genetics related topics that the learners find more difficult and to ascertain which of the causes identified by other researchers in other countries are true to the South African context. The educators and learners responded to multiple choice and scaled questionnaire which is structured. In this study the sample was made of schools, educators and learners that were willing to participate. To study the population divisions as former model C and previously disadvantaged schools stratified sampling was used. Since both quantitative and qualitative data was obtained, data analysis was carried out both quantitatively and qualitatively. Frequency statistics and categories were developed from the data. Out of the four hundred and one (401) learners, twenty-five percent (25%) indicated that they found genetics topics difficult and very difficult. It was observed that the percentage was higher by six percent (6%) in previously disadvantaged schools. Twentytwo percent (22%) of the 198 learners from former Model C and twenty-eight (28%) of the 203 learners from previously disadvantaged schools found genetics topics difficult and very difficult. Dihybrid crosses was rated by the educators as the most difficult topic to teach followed by Inheritance and variation, Monohybrid crosses and Importance of the cradle of humankind. Intrinsic causes based on the nature of genetics that were listed by the learners include the abstractness of the topic, and unique terminology. Extrinsic causes named included poor study habits, inappropriate teaching methods and shortage of textbooks. The following are the solutions that were listed to address the causes of learning difficulties of genetics experienced by learners and educators: implementation of new teaching strategies, genetics to be allocated more time for teaching and learning and for revision and reducing the content of the genetics syllabus. The findings of this study necessitates that there be adjustments in the way the Life Sciences textbooks are written, the teaching methods used in the classroom and the resources in terms of teaching aids. It further postulates that the grade 12 National School Certificate Life Sciences results will improve significantly when the causes to difficulties in teaching and learning genetics and genetics related topics are resolved.

Life and Consumer Sciences

M. Sc. (Life Sciences Education)