Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy

Ayodeji Temitope Ojo; Temisan Angela Ige

doi:10.29333/mathsciteacher/16723

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Ayodeji Temitope Ojo ¹ ^* , Temisan Angela Ige ¹

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¹ Department of Science and Technology Education, University of Ibadan, Ibadan, Oyo State, NIGERIA^* Corresponding Author

Abstract

Genetics concepts (GCs) are taught to equip students with relevant knowledge and skills. However, reports have shown that students exhibited poor knowledge and reflective thinking in GCs. Therefore, this study, determined the effect of socio-scientific issue-based strategy (SsIbS) and scientific reasoning ability (SRA) on students’ content knowledge and reflective thinking in GCs in Oyo State, Nigeria. The pretest-posttest control group quasi-experimental design was used. 240 students participated in the study. Five instruments were used, while analysis of covariance was used to analyze collected data at p < 0.05. Main effect of treatment on student’ knowledge (F_{[1; 339]}= 16.96; partial η²= 0.07) and reflective thinking (F_[1;339]= 10.17; partial η²= 0.04) was significant. SRA had significant main effect on students’ knowledge (F_[2;338]= 4.84; partial η²= 0.04) and reflective thinking (F_[2;338]= 5.01; partial η²= 0.04). The SsIbS improved students’ learning outcomes in secondary school GCs in Oyo State, Nigeria. Biology teachers should adopt these strategies to teach GCs.

Keywords

content knowledge and reflective thinking in genetics concepts
socio-scientific issue-based strategy
scientific reasoning ability

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, Volume 5, Issue 3, 2025, Article No: em082

https://doi.org/10.29333/mathsciteacher/16723

Publication date: 01 Aug 2025

Article Views: 36

Article Downloads: 25

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How to cite this article

APA

Ojo, A. T., & Ige, T. A. (2025). Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy. Journal of Mathematics and Science Teacher, 5(3), em082. https://doi.org/10.29333/mathsciteacher/16723

Vancouver

Ojo AT, Ige TA. Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy. Journal of Mathematics and Science Teacher. 2025;5(3):em082. https://doi.org/10.29333/mathsciteacher/16723

AMA

Ojo AT, Ige TA. Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy. Journal of Mathematics and Science Teacher. 2025;5(3), em082. https://doi.org/10.29333/mathsciteacher/16723

Chicago

Ojo, Ayodeji Temitope, and Temisan Angela Ige. "Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy". Journal of Mathematics and Science Teacher 2025 5 no. 3 (2025): em082. https://doi.org/10.29333/mathsciteacher/16723

Harvard

Ojo, A. T., and Ige, T. A. (2025). Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy. Journal of Mathematics and Science Teacher, 5(3), em082. https://doi.org/10.29333/mathsciteacher/16723

MLA

Ojo, Ayodeji Temitope et al. "Enhancing secondary school students’ knowledge and reflective thinking in genetics concepts using socio-scientific issue-based strategy". Journal of Mathematics and Science Teacher, vol. 5, no. 3, 2025, em082. https://doi.org/10.29333/mathsciteacher/16723