why biology? a study on influencing factors and determinants among undergraduates majors
DESCRIPTION
ByNorkhalilie binti ZulkifliKolej MARA SerembanTRANSCRIPT
Why Biology? A Study on Influencing Factors and Determinants among
Undergraduates Majors
ByNorkhalilie binti Zulkifli
Kolej MARA SerembanNegeri Sembilan
National Action Research (NARC2014)Melaka, 24-25 June 2014
National Action Research (NARC2014)
Content/Structure Background Research Aim Research questionsMethodologyFindingsDiscussionConclusion
National Action Research (NARC2014)
BackgroundDecline in students’ attitudes to study science
in school (Osborne and Collins, 2001; Cerrini, Murray and Reiss, 2004; Jenkins and Nelson, 2005)
Decline in numbers of students to study science post school education in many countries (Trumper, 2006)
Biology is more preferred compared to chemistry and physics• Ratio of students who study Biology is 1.6
female to every male (Osborne, 2003)
National Action Research (NARC2014)
The gap in the literature
• More research on girls’ attainment in science, decline interest in physics (Miller, Blessings and Schwartz, 2006)
• More studies were undertaken at school level (Bennet and Hogarth, 2005)
• Less research conducted in the higher educational level (pre-university/university)
• The final stage where the decision is made by the students
National Action Research (NARC2014)
Research Aim
To find the possible reasons and the explanation of the current situation
To help improve and narrow the possible stereotypic gender gap in biological science
To find some answers which may be useful for the recommendation of practice
To intensify the interest and the affective value of biology among students.
National Action Research (NARC2014)
BackgroundSome of the possible contributing factors:Motivation Interest Topics learned in biologyPerceive difficulties Views on teaching and learning of biology
National Action Research (NARC2014)
Research QuestionsWhat are the most important factors that
influence and motivate undergraduate students to choose biology as their major subject?
Is there any significant difference in the factors between male and female undergraduates and why?
National Action Research (NARC2014)
MethodologyQuantitative Data Collection
(Survey questionnaire)
Data Analysis(Descriptive Analysis)
;
Interview Schedule Development
Qualitative Data Collection(Semi-structured
Interview)
Distributed to 187 students from the Department of Biology from one of the universities in the North East of the United Kingdom30 minutes interviews were conducted to the first year students
National Action Research (NARC2014)
FindingsMean values for each possible influential factor that
determine students’ choice to study biology for undergraduate degree
Mea
n
National Action Research (NARC2014)
FindingsStudents were found to value of each factor into two significant categories (mean values)
High•Positive contributions (4.35)•Topics (4.10)•Enjoyment of the nature of biology (4.32)•Solve world problems(4.34)
•Interesting concepts (4.32)•Keep informed about scientific discoveries (4.02)
Low• Parents (1.71)
• Family members in similar fields (1.82)
• Friends in similar field (2.14)
National Action Research (NARC2014)
Findings
Items Gender Mean
Significance of
difference (p<.05)
Family members in a similar field
Male 1.42 p<.05Female 2.07
Statistically, there was no significant difference between the male and female students. However…
National Action Research (NARC2014)
Findings from the interviewsThere were five main themes identified:
Students’ perceptions of the value of biology studiesEnjoyment of learning biology
Students’ perception of the biology teacher
Out-of-classroom activities
The role of family and friends
National Action Research (NARC2014)
Fact
ors
influ
enci
ng u
nder
grad
uate
s
Students' perception of the value of biology
studies
Contribution of biology
Career
Enjoyment of learning biology
Concepts and topics
Perceived difficulty of biology
Classroom atmosphere, active learning and
practical work
Students' perception of biology teacher Attributes to the teacher
Out-of-classroom activities
Indoor
Outdoor
Role of friends and family
National Action Research (NARC2014)
DiscussionTheir high interest was mainly based on the
concepts and the socio-scientific issues in biology- altruism.
The positive and interesting classroom atmosphere had been linked to the students’ enjoyment of learning biology.
Students’ self-efficacy is prominent for them to choose studying biology. Biology is perceived to be less difficult than the other sciences.
Having parents or relatives in biology-related fields affect the students’ persistence in biology.
National Action Research (NARC2014)
ConclusionThe students' perceptions of the positive
contribution of biology towards solving world problems had governed their persistence in continuing to study biology.
The interesting biology concepts affect the students’ enjoyment of learning.
The positive perception of teaching and learning that the students’ had experienced with highly affect their choices.
National Action Research (NARC2014)
The role of family and the socio-cultural aspect are indicatively influential on both genders.
Both genders choose to study biology based on similar reason; their personal interest.
Particularly for teachers, the necessity to concentrate on ways to develop students’ affective response and their satisfaction in learning science is significant.
National Action Research (NARC2014)
Recommendation for future researchExamine the students’ learning strategies.To look at the different learning styles and
preferences between male and female students. This may also relate to the perception of difficulty in learning biology and eventually mould the way in which they regard the subject.
National Action Research (NARC2014)
Thank you.