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Conceptual Understanding of Diffusion and Osmosis Among Senior Secondary School Students in Lagos State
... Ekon & Edem (2018) pointed many misconceptions about concentration and tonicity and the influence of life forces on diffusion and osmosis among biology students. Dogru & Özsevgeç (2018), and Oladipo & Ihemedu (2018) conducted a study on the secondary school biology students on their perceived difficulty of isolated biology topics and reported that osmosis and water potential were regarded by students as being among the most difficult biological concepts to understand. Ahmad & Jamil (2020) maintained that conceptions of concentration and diffusion may be acquired by students through direct experience and believes. ...
... These existing conceptions can be used to provide a foundation for the scientific conceptions needed to understand the role of concentration in osmotic events. In terms of semi permeability of membranes, most students believed that there was either no movement of materials or the solute moved across the membrane (Oladipo & Ihemedu (2018). They further stated that only a small percentage of students understand that pressure was related to water movements and osmosis. ...
Academic performance of students is global issue of great concern to educators. This study sought to ascertain the effect of STEM problem-based learning as an inquiry approach on secondary school student’s performance in Biology at government-owned secondary schools in Kebbi State, Nigeria. The non-equivalent control group design was adopted. Two schools were selected in which purposive sampling was employed to select the participants. Each class contain 40 participants. The data was obtained using Diffusion and Osmosis Achievement Test (DOAT). The variables were evaluated using descriptive statistics and the Independent Samples t-test. Based on the results obtained the STEM Problem-Based Learning (STEM-PBL) have a significant and favorable impact on students' biology achievement and that students in the experimental group retained more Biology information compared to the control group. The study recommended among others that, Biology classes should be made more engaging to students and teachers need to be more creative and inventive when it comes to discovering, selecting, and implementing activity-based instructional strategies in the classroom.
... With the increasing challenges facing our world, the science of Biology enables us to understand it. However, students' difficulties in learning biology have been studied by several researchers (Johnstone & Mahmoud, 1980;Tolman, 1982;Jennison & Reiss, 1991;Lazarowitz & Penso, 1992, Odom & Barrow, 2007Lineback, 2011, andOladipo &Ihemedu, 2018). Moreover, researchers in science education have observed low outcomes by Biology students especially in abstract concepts (Odom & Barrow 1995;Zuckerman 1998;Christianson & Fisher 1999;Udeani, 2002;She 2004;Oladipo 2009;Fisher, Williams & Lineback 2011;Oztas 2014). ...
Methods and strategies traditionally used in teaching science have been described by several researchers as being unsatisfactory and ineffective over many years. Hence, this study examined the effect of Mercedes Model with Embedded Assessment Strategy and Technology on Biology students’ learning outcomes. A pretest-post-test control group, quasi experimental design was adopted for the study. Two purposively selected EDs were randomly assigned to experimental and control groups. Three senior secondary schools were randomly selected from each ED. Altogether, a total of six schools in the two selected EDs were involved in the study. Two intact classes (one science and another non-science) were randomly selected from each of the six schools making a total of twelve classes. In all 568 Senior Secondary Class I biology students formed the sample size. Five instruments were used to generate data for the study, namely, Mercedes Model with Embedded Assessment Strategy and Technology in Diffusion (M2EASTID), Mercedes Model with Embedded Assessment Strategy and Technology in Osmosis (M2EASTIO). Conventional Lesson Plan on Diffusion (COLPOD), Conventional Lesson Plan on Osmosis (COLPO) and Test on Students’ Learning Outcomes in Osmosis and Diffusion (TESLOOD). Four hypotheses were formulated and tested at 0.05 level of significance. Data collected were analysed using frequency counts, means, deviation and analysis of covariance. There was significant effect of treatment on students’ learning outcomes on selected biology concepts. Also, subject specialization has a significant effect on the dependent measures. Mercedes Model with Embedded Assessment Strategies and Technology therefore was effective and significantly improved students’ learning outcomes. Hence, it was recommended that biology teachers in senior secondary schools should adopt Mercedes Model with Embedded Assessment Strategy and Technology for teaching for understanding and application of biology concepts.
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