BIOLOGY TOPICS PERCEIVED AS DIFFICULT TO LEARN BY SENIOR HIGH SCHOOL BIOLOGY STUDENTS IN THE MAMPONG AND EJURA-SEKYEDUMASE MUNICIPALITIES

ABSTRACT The study was aimed at identifying topics perceived as difficult to learn in Senior High School biology, and how they can be solved in the Mampong and Ejura-Sekyedumase Municipal Assemblies of Ghana. Descriptive survey and purposive sampling technique were employed, and the data analysed using descriptive statistics. Twelve (12) biology teachers 50 out of 300 Senior High School students constituted the sample. The data was collected using questionnaire and interviews. All the biology teachers and students were interviewed. Results of the study show most difficult topics in descending order of difficulty as: classification, Mendalian genetics, protein synthesis, cell division (mitosis and meisosis), genes and chromosomes, skeletal system, cellular respiration, the Calvin cycle and evolution. Again, the following are reasons why students experience challenges when learning these difficult topics: the topics were characterized by complex terms and vocabulary, the abstract nature of the topics, the broad nature of the topics, teachers not conducting practical laboratory work but taught theoretically, lack of teaching and learning resources, and teachers’ failure to cite practical examples students can relate with. The study also revealed that some teachers could not handle the difficult topics as evidenced by their poor explanation of concepts. The study established a variety of strategies that could help students learn the difficult topics effectively. These strategies included: strict lesson planning by teachers, the provision and effective use of teaching and learning resources, promoting active learner-centered teaching strategies, and employing effective communication skills characterized by clear explanations coupled with real-life practical examples. Based on the findings, appropriate recommendations were made.