The Effect Of Using Improvised Chromosome Models On Teaching Genetics In Senior Secondary Schools

This study investigates the effectiveness of improvised chromosome models in enhancing student understanding of genetic concepts in senior secondary schools in Bosso Local Government Area, Nigeria State. The research explores the perceptions of both students and teachers regarding the utility and feasibility of improvised chromosome models in genetics education. Data were collected through structured questionnaires administered to students and teachers, and statistical analysis was conducted to examine the impact of improvised models on student learning outcomes and teacher perceptions.

The findings reveal a significant difference in student understanding of genetic concepts between those taught using improvised chromosome models and those taught using traditional methods. Additionally, teachers perceive improvised chromosome models as more useful and feasible for genetics instruction compared to traditional methods.

The study highlights the positive impact of improvised chromosome models on student learning outcomes and emphasizes the importance of providing adequate support and training for educators to integrate innovative teaching methods into genetics instruction. These findings contribute valuable insights to the field of genetics education and have implications for curriculum development and instructional practices in senior secondary schools.