An Examination of the Learning Difficulties Faced by Students in Biology at the Secondary Level in the District of Mardan

Dr Rukhsana Durrani; Mohammad Rafiuddin; Dr Muneer Ahmed

doi:10.5281/

Authors

Dr Rukhsana Durrani Assistant Professor, Department of ECE & ETE Allama Iqbal Open University Author
Mohammad Rafiuddin Elementary and Secondary Education Department, Khyber Pakhtunkhwa Author
Dr Muneer Ahmed Assistant Professor, University of Education, Attock Campus Author

DOI:

https://doi.org/10.5281/

Keywords:

Learning Difficulties, Biology, Internal Factors, External Factors, Secondary Level

Abstract

This research attempted to explore the numerous internal and external variables that contribute towards learning challenges in Biology amongst secondary school students in District Mardan Khyber Pakhtunkhwa. The research used a quantitative methodology including a descriptive-correlational framework. Three hundred ninety children from grade 9 and 10 were recruited using cluster sampling methods from public schools. The data was gathered with a Likert-scale questionnaire with a Cronbach's Alpha value of 0.846, which is considered to be a good reliability. The results from descriptive statistics and Pearson correlation proof that external factors, such as lack of resources (Mean = 3.47), conventional teaching methods (Mean = 3.24) and lack of parental involvement (Mean = 3.13), had the most massive influence on learning difficulties. Among the internal variables, prior knowledge was the most important with a mean score of 3.18. The Pearson correlation analysis showed strong correlations between learning challenges in terms of available resources (r = 0.838, p = 0.000), home environment (r = 0.806, p = 0.000) and cognitive capacity (r = 0.763, p = 0.000). The outcomes were the rejection of both null hypotheses. The results show that difficulties in Biology are complex and are influenced significantly by interactions between, on the one hand, the educational and on the other hand, the domestic settings. Recommendations include enhancement of parental involvement, increased educational resources, pedagogical strategy and modification of assessments in order to encourage cognitive development.

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