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Advances in Social Sciences Research Journal – Vol. 10, No. 7
Publication Date: July 25, 2023
DOI:10.14738/assrj.107.14516.
Kumar, S. & Dhapola, J. (2023). Difficulties In Conceptualising Life Science Concepts of Undergraduate Students of Chhattisgarh:
An Analytical Study. Advances in Social Sciences Research Journal, 10(7). 21-34.
Services for Science and Education – United Kingdom
Difficulties In Conceptualising Life Science Concepts of
Undergraduate Students of Chhattisgarh: An Analytical Study
Sujeet Kumar
Department of Education,
Guru Ghasidas Vishwavidyalaya, Bilaspur, (C.G.), India
Janki Dhapola
Department of Education,
Guru Ghasidas Vishwavidyalaya, Bilaspur, (C.G.), 495009, India
ABSTRACT
The purpose of the study was to analyse the difficulties in conceptualising life
science concepts of under graduate students of Chhattisgarh state. For the present
study a total of two hundred (200) B.Sc. 3rd year Zoology students of Guru Ghasidas
Vishwavidyalaya and Atal Bihari Vajpayee University Bilaspur, (C.G.), India was
selected. For the present study researcher has selected students those who are
studying in B.Sc. 3rd year at the time of data collection. For the collection of data
researcher has constructed “DIFFICULTIES IN CONCEPTUALISING LIFE SCIENCE
CONCEPT PRIORITY SCALE” and implemented purposive sampling technique. In
this present study only ten (10) life science concepts of B.Sc. 3rd year Zoology
subject were taken and remaining zoology concepts of B.Sc. 3rd year has not been
considered. After collection of data through this tool researcher has analysed the
quantitative data by using descriptive statistics. On the basis of results and findings
of the study for every concept different reasons are responsible but irregular
teachings learning process, improper study habits and non-adequate facilities at
the institution were some of the most common reasons students’ faces in
conceptualizing life science concepts.
Keywords: Life Science concepts, conceptualising, analysis
THRESHOLD
Education considered as the instrument for the development of human society as it acts as the
backbone for the betterment of human civilization and science plays a vital role in our lives.
According to Fitzpatrick (1960) Science is defined as "a cumulative and endless series of
empirical observations which result in the formation of concept and theories of knowledge and
the process of acquiring it (Bhatt, 1983).to solve the problem of our daily life we should have
good concept learning of life science concepts. Science is the human activity aims at solving the
problems and answering the questions by doing experiment it is a dynamic, expanding body of
knowledge.
Science is a vast area of knowledge which covers all the areas like physical, chemical and the
biological world of living beings. Life-science as a whole is the study of living beings. This is the
science where the structure, nature, and functions of living beings are studied. Life-science is
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 10, Issue 7, July-2023
Services for Science and Education – United Kingdom
formed by the process of observation as for example when the student forms a hypothesis
about a camel, he/she analyses the features of a camel how are they adapted to survive in
adverse desert condition and draws the interferences. The student then applies this scientific
knowledge in the daily life. National Curriculum Framework (NCF, 2005, P: 65) mentioned that
in his progressive forward-looking society, science plays a truly liberating role, helping people
escape from the vicious cycle of poverty, ignorance and superstition. People today are facing
the increasingly fast changing world where the most important skills (flexibility, innovation
and creativity) are very much important to survive. Hence, the different imperatives have to be
kept in mind in shaping Life-science education. So Life-science education will become true
when it will able to shape and mould a child's life towards the implications in daily lives but in
educational institutions it is observed that life science is taken just like other theory subjects
and teachers theoretically cover the syllabus and exam conducted on the basis of learning
science concept students get the score and promoted to the other grade but this is not the right
way of teaching life science subject because this subject needs practical based knowledge along
with concept clarity or we can say concept clarity comes along with practical knowledge of the
concepts. There are so many reasons responsible for the difficulties in life science concept
learning.
Tlala, Kibirige and Osodo (2014) made a study titled " Investigating grade 10 learners'
achievements in photosynthesis using Conceptual change model", investigate Grade 10
learners' achievements in photosynthesis by using the Conceptual Change Model (CCM) to
develop understanding of photosynthesis in rural high schools in South Africa. A quasi- experimental design was used with a sample of 78 Grade 10 learners. Achievement test,
learning materials and a questionnaire were used to collect data. Data were analysed using
descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results
from study revealed that Experimental Group taught using the CCM exhibited higher
achievements than the Control Group taught using traditional approach. 2) CCM positively
influenced learners' attitudes towards Life -Sciences.
Nee (2014) made a study titled " the effect of educational networking on students'
performance in biology" to investigate the impacts of incorporating Edmodo educational
network, into a classroom setting on the academic achievement of Biology students based on
three types of Conceptual level comprises of direct, simple, and complex concept. A total of 140
Biology students were selected from three secondary schools by using convenient random
Sampling technique. A mixed methods design which involved pre-test and post-test was
obtained as quantitative data and follow-up with in-depth Interview was obtained as
qualitative data. Mann-Whitney U tests were used to analyse students' gain Scores. The data
collection instrument was a paper and pencil test which consisted of pre-test in a form of 40
items included objective and multiple choice objective questions, interview in the form of open- ended questions was conducted on the informants after their data have been analysed .
Interview schedule encompassed self-paced learning, boredom, Complex conceptual
understanding, interesting and motivation, extra information and; communication and
Interactivity as a educational network. The results indicated that 1) students that were
instructed by the instruction with intervention Performed a larger on the gain scores of all the
three cognitive levels; then those instructed by conventional approaches.2)Five themes
presented in interview schedule facets of the curriculum as a new paradigm of teaching tools.
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Kumar, S. & Dhapola, J. (2023). Difficulties In Conceptualising Life Science Concepts of Undergraduate Students of Chhattisgarh: An Analytical Study.
Advances in Social Sciences Research Journal, 10(7). 21-34.
URL: http://dx.doi.org/10.14738/assrj.107.14516
OBJECTIVE OF THE STUDY
To analyse the difficulties in conceptualising life science concepts in undergraduate students of
Guru Ghasidas Vishwavidyalaya and Atal Bihari Vajpayee university of Bilaspur (C.G).
MATERIALS AND METHOD
200 respondents as sample were selected randomly from B.Sc.3rd year Zoology subjects of
Guru Ghasidas Vishwavidyalaya (38) and Atal Bihari Vajpayee University Bilaspur, (C.G.) (162),
India. The administration of questionnaire was done on the students of Guru Ghasidas
Vishwavidyalaya and various colleges affiliated by Atal Bihari Vajpayee University (C.G.).
ADMINISTRATION OF THE TOOL
❖ To find out the reasons behind difficulties of life science concepts REASON BEHIND
DIFFICULTY INVENTORY (RBDI) was used on undergraduate students of Guru Ghasidas
Vishwavidyalaya, Bilaspur (C.G.) and undergraduate students of Atal Bihari Vajpayee
university of Bilaspur (C.G) on the following difficulties i.e. Inability to understand
concepts, Unawareness, Intensity of learning, Non adequate facilities at institutions,
Teaching learning process, Home environment, Study habits, Peer group effects,
Internet and Mobile phones, Scientific aptitude for the concepts- Accessory digestive
glands, Sphygmomanometer, Flow cytometer, Accessory reproductive organs, ECG,
Homeostasis, Chloride shift, Dialysis, Hormonal regulation in gametogenesis, In vivo
and In vitro fertilisation.
ANALYSIS PROCEDURE AND FINDING THE RESULT ACCORDINGLY
Descriptive analysis has been used as statistical technique for the present study. The results
and findings of the percentage in 10 selected reasons on 10 mentioned concepts in GGV
students and AU students presented in table-1 below: -
Table-1: Difficulties in Conceptualising Life Science Concept Reason Wise Percentage of
Students On -Accessory Digestive Glands
REASONS STATEMENTS GGV STUDENTS AU STUDENTS
Reasons-1 Inability to understand concepts 15.79 3.91
Reasons-2 Unawareness 14.91 20.58
Reasons-3 Poor intensity of learning 13.16 5.35
Reasons-4 Non adequate facilities at institutions 4.39 5.56
Reasons-5 Irregular teaching learning process 13.16 23.66
Reasons-6 Unfavorable home environment 4.39 4.94
Reasons-7 Improper study habits 21.05 22.43
Reasons-8 Peer group effects 5.26 5.56
Reasons-9 Internet and mobile phones distraction 4.39 3.70
Reasons-10 Low scientific aptitude 3.51 4.32