Abstract:
This study investigated the literacy, perceptions, and attitudes towards the study of
biotechnology among Form Three biology students in selected Senior High Schools in
the Prestea/Huni-Valley Municipality of Ghana. A mixed-method approach was
employed, utilizing questionnaires, tests, and interviews to collect data from a sample
of 155 students and 3 teachers. Students' perceptions of biotechnology encompassed
ethical considerations, risks, benefits, and religious and moral issues. Students’
attitudes toward biotechnology applications, acceptance based on ethics and
environmental impact, and purchase and use of biotechnology products were also
examined. The study found varying levels of biotechnology literacy among students:
nominal level (M = 5.22, SD = 2.652), functional scientific literacy (M = 3.85, SD =
1.552), conceptual level (M = 3.68, SD = 1.902), and multidimensional level (M = 1.92,
SD = 1.710). These very low mean scores highlight a significant gap in students'
understanding of biotechnological concepts and their applications. Differences were
observed based on gender for the nominal level (M = 1.331, p = .013) and functional
scientific literacy (M = 0.799, p = .011). Pearson’s correlational analyses revealed
insignificant and weak positive relationships between students' perceptions of
biotechnology and their literacy scores (r = 0.022, p = 0.791) and between students'
attitudes towards biotechnology and their literacy scores (𝑟 = −0.077, p = 0.355). The
findings suggest a need for targeted interventions to enhance biotechnology education,
addressing literacy levels, shaping perceptions, and fostering informed attitudes.
Recommendations include incorporating hands-on learning experiences, promoting
critical thinking, and engaging students in discussion on the societal implications of
biotechnology. Further research is suggested to explore the impact of educational
strategies on students' biotechnology literacy and performance. The study contributes
to the understanding of factors influencing biotechnology education in Ghana and
provides insights for improving teaching and learning in this field.
Description:
A Thesis in the Department of Biology Education,
Faculty of Science Education submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Biology Education)
in the University of Education, Winneba
JANUARY, 2025
