THE SURVEY OF STUDENTS LEARNING DIFFICULTIES AND MISCONCEPTIONS IN BIOLOGY AMONG SECONDARY SCHOOL STUDENTS IN KANO STATE

This study utilizes a survey method to explore the learning difficulties encountered by secondary school students in biology within Kumbotso, Kano State. By collecting both quantitative and qualitative data, the research aims to provide a comprehensive understanding of the underlying factors influencing students' learning experiences. The target population comprises a total of 8,889 students from selected secondary schools, with a sample size of 370 students determined using the Krejcie and Morgan (1970) table. A simple random sampling technique was employed, ensuring the elimination of biases and enhancing the validity and reliability of the results. Data collection was carried out through a well-structured questionnaire, employing a Likert scale to gauge responses. To ensure the validity of the research instrument, feedback was obtained from experts in test and measurement. Reliability was assessed using a test-retest method, evaluated via Pearson Moment Correlation. Data analysis utilized simple percentage techniques, employing SPSS version 21.0 for statistical computation. The research objectives include identifying common learning difficulties in biology, examining misconceptions surrounding biological concepts, and exploring the relationship between students' prior knowledge and learning styles. Findings indicate that students often perceive biology as complex due to technical terminologies and interdisciplinary demands, leading to challenges in understanding and application. A significant prevalence of misconceptions related to fundamental biological concepts, such as evolution and the role of bacteria, was also identified, necessitating targeted educational interventions. The study emphasizes a strong preference for interactive and practical learning approaches, highlighting the need for teachers to adapt instructional strategies to accommodate diverse learning preferences