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CHAPTER 4
RESULT AND DISCUSSION
4.1 Introduction
This chapter will present the results of data analysis performed
on the data collected in
order to answer the research questions. The analysis was done by
using Microsoft
Office Excel 2003. This study involves Form Four students of an
urban area school in
Selangor. The main objective of this study was to determine
understanding of form four
students on cell division related to the phase of metaphase in
meiosis. Specifically, the
objectives include to find out possible factors leading towards
the difficulties of
understanding Metaphase I and Metaphase II. The result was
presented using data and
discussion on:
i) Students background
- Demographic data of students background
-
ii) Research Analysis
- students achievement in understanding the concepts of Meiosis
in cell
division (from students objectives questions and diagrams that
has been
plus with each two marks)
- students understanding about the process of Metaphase I and
Metaphase
II (from students objectives questions marks that answer
correctly 10
questions)
- students understanding about Metaphase I and Metaphase II
based on
* objective questions
* metaphase I and metaphase II diagram
- possible factors leading towards the difficulties of
understanding the
Metaphase I and Metaphase II in meiosis
4.2 Students background
This part elicited demographic information such as subjects
gender, whether or not
they attend tuition class and their PMR science grade.
4.2.1 Gender of the subjects
A total of twenty students participated in this study, of which
the majority of
students are female (n= ?, 60 %) while the remaining is male
(n=?, 40 %.). This
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is because in this class, the number of female students is
higher than male. The
data about percentages of students gender is showed on Figure
4.1.
Figure 4.1: Gender of the students
4.2.2 Attending Tuition Class
By attending the tuition class, students learned more about this
topic to improve
their learning. Attending tuition class is one of the factor
that influence students
understanding of this topic. Figure 4.2 showed a total of 25 %
of the students
attended science tuition class while another 75 % (n=?) of them
did not attend
class tuition. [Rukis, minta nyatakan jumlah responden serta
peratus]
25, 25%
75, 75%
ATTEND
NOT ATTEND
Figure 4.2 : Distribution of students attending tuition
class
40%
60%
MALE
FEMALE
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4.2.3 Performance of Science subjects in PMR
Table 4.1 below highlights the respondents science results in
PMR. Knowing
the grades they obtained will give the researcher basic
information about the
students scientific knowledge in science. From their results, it
is shown that
most of the students (n=9; 45%) obtained grade, six (30%)
students got B and
three (15%) students obtained an A. The remaining two (10%)
students failed
whereby they only managed to get a letter grade of D.
Table 4.1 : Students performance in Science
GRADE NUMBER OF
STUDENTS PERCENTAGE
A 3 15
B 6 30
C 9 45
D 2 10
E 0 0
TOTAL
20 100
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4.3 Research Analysis
The research analysis was done based on the students performance
in
answering questions related to the research questions.
Specifically, there were
10 objective questions about meiosis in cell division, diagram
completion
questions on Metaphase I and Metaphse II, and 15 Likert
questions on science
learning. In other words, the instruments used analyzes students
understanding
about Metaphase I and Metaphase II, meiosis, and possible
factors leading
towards the difficulties of understanding the Metaphase I and
Metaphase II.
4.3.1 Students achievement in understanding of meiosis in cell
division.
The questions are based on the meiosis topic which consists of
several phases
including Metaphase I and Metaphase II. Table 4.2 shows students
achievements
on objective questions based on score range from 0-19 (Grade E),
20-39 (Grade
D), 40-59 (Grade C), 60-79 (Grade B) and 80 100 (Grade A). The
students
understandings were analyzed according to their score and grade
in answering
objective questions on meiosis phases.
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Table 4.2 : Student achievement in answering the objective
question
GRADE
RANGE
OF
SCORE
CATEGORIES OF
UNDERSTANDING
NUMBER OF
STUDENTS PERCENTAGE
A 80 100
Understands the meiosis and
makes a distinction between
Metaphase I and Metaphase II
1 5
B 60 79
Understands the meiosis, but
does not distinguish between
Metaphase I and Metaphase II
1 5
C 40 59
Has a basic understanding
about meiosis but recognizes
that there is a difference
between Metaphase I and
Metaphase II
6 30
D 20 - 39
has a basic understanding about
meiosis and does not distinguish
between Metaphase I and
Metaphase II
10 50
E 0 - 19
gives confused or incorrect
responses 2 10
TOTAL
20 100
From the score range, students understandings can be identified
based on the
following categories:
a) understands meiosis and makes a distinction between Metaphase
I and
Metaphase II;
b) understands meiosis, but is not able to distinguish between
Metaphase I and
Metaphase II;
c) has basic understanding of meiosis but recognizes that there
is a difference
between Metaphase I and Metaphase II;
-
d) has basic understanding about meiosis but is not able to
distinguish between
Metaphase I and Metaphase II
e) gives confused or incorrect responses.
Table 4.2 indicated that most of the students (n=10; 50%)
obtained grade D
whereby the scores they obtained are between 20 39 %. Students
who obtained
grade D shows basic understanding about meiosis and are unable
to distinguish
between Metaphase I and Metaphase II. This means the students
failed to
demonstrate some knowledge and the process of Metaphase I and
sometimes
cannot transfer simple concepts to new contexts. An example of
test item that taps
into this aspect is item 1 which asks the number of chromosomes
as the parent cell
during meiosis. Most of the students answered half number of
chromosomes. The
correct answer is four chromosomes.
The results also showed that there are 2 (10%) students who
obtained grade E
which means their mark is between 0 19% only. This shows that
they gave
confused or incorrect responses. It also indicated that their
understanding of the
relationship between Metaphase I and Metaphase II is limited.
The example is
in Item 9 where students need to think which of the sentences is
true regarding
animal cell during and after meiosis. Most students cannot
understand the
concept regarding the number of nucleus and number of gametes
during
meiosis. Most of them answered that the number of nucleus and
number of
gametes still same.
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There were six (30%) students who obtained marks between 40 59
%, which is
a grade of C. This result showed that they have basic
understanding about meiosis
and that they recognize that there is a difference between
Metaphase I and
Metaphase II. They had basic understanding about the
relationship between the
two stages of metaphase and are able to understand the
arrangement of
chromosomes. One (5%) student obtained grade B which means
his/her marks is
between 60 -79 %. This means s/he understood meiosis, but was
not able to
distinguish between Metaphase I and Metaphase II. Item 10 of the
instrument
specifically looks into students ability to arrange the process
in meiosis correctly.
However, even though most of the students obtained low marks,
there was one (5
%) student who obtained mark between 80 100 % which means that
s/he
obtained grade A. This means that this student understood the
meiosis process and
makes a distinction between Metaphase I and Metaphase II. The
student in this
categoriy showed that s/he is able to understand the arrangement
of chromosomes
and the number of cell produced in meiosis.
Also based on data from Table 4.2, the researcher concludes that
the percentage
of student who achieved the required standard of the passing
mark is only 40%
(n=8) while those who failed consist of 60 % (n=12) of the
sample. Figure 4.3
basically highlights the percentages of students who can and
cannot understand
the stage of metaphase which is related to meiosis, as well as
those who cannot
understand the arrangement of chromosomes. From the analysis of
students
-
achievements in the research questions, it shows that students
failed to
understand the process behind meiosis.
40
60
0
10
20
30
40
50
60
PASS FAILED
Series1
Figure 4.3 : Student achievement based on passing mark
4.3.2 Students understanding about the process of Metaphase I
and Metaphase
II
Data for the above is obtained via the objective questions. The
total number of
items is 10. The items basically sought students understanding
of the
arrangement of chromosomes and differences of metaphase in
mitosis and
meiosis. Table 4.3 was constructed based on number of correct
answer in the
stage of Metaphase I and Metaphase II in meiosis.
Based on the results, six (30%) of the students answered only 1
item correctly.
Five (25%) others answered correctly 2 items and only four (20%)
students
answered correctly 4 items. The number of students who answered
correctly 3
items are three (15%). Only one (5%) student answered correctly
6 items from
10 items. However, none of the students answered 7 or more items
correctly.
Also, none answered correctly 5 items.
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The findings of the study also show that student always make
mistake when
understanding the science concepts even though it was basic
concepts. It also
indicated that even though some students did understand the
stage in meiosis,
they still had difficulties explaining each of the stages; hence
suggesting that
they probably only memorized the sequence of the stage. From
this analysis, it
was found that the students did not realize that metaphase I and
metaphase II are
difference stages because meiosis consists of two separate
nuclear divisions.
Most students did not understand these two stages and always
confuse the
arrangement and the number of chromosomes produced within the
two stages.
Table 4.4 : Distribution of correct answer for objective
question
NUMBER OF
CORRECT
ANSWER
FREQUENCY OF
STUDENT
PERCENTAGES
( % )
6 1 5
4 4 20
3 3 15
2 5 25
1 6 30
0 2 10
4.3.3 Students understanding about Metaphase I and Metaphase
II.
Students understandings of meiosis were examined through
objective question
posed in Part A and via their completion of metaphase I and
metaphase II
exercises in Part B. The objective questions consists of
meiosis, differences
between meiosis and mitosis, processes in Metaphase I and
Metaphase II, the
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stages involved in meiosis and the arrangement of chromosomes.
In completing
the metaphase diagram, students are required to draw metaphase I
and
metaphase II and complete the passage. It begins with metaphase
I in meiosis I
and metaphase II in meiosis II.
i) Objective question
The numbers of item related to Metaphase I and Metaphase II are
2, 3, 4, 6 and
7. These items tapped into the arrangement of chromosomes and
differences of
metaphase in mitosis and meiosis. Table 4.4 was constructed
based on the
number of correct answers for Metaphase I and Metaphase II
stages in meiosis.
Based on the results, 15 (75%) students answered correctly only
1 item,
followed by three (15%) students answered correctly 2 items and
only one (5%)
student able to answer correctly 3 and 4 items.
The findings also revealed that students always make mistakes
when
understanding the science concepts even though it was the basic
concepts. It
also indicated that even though some students did understand the
stage in
meiosis, they still had difficulties explaining each of the
stages. They only
memorize the sequence of the stage.
From this analysis, it was found that they failed to realize
that metaphase I and
metaphase II are difference stages because meiosis consists two
separate nuclear
divisions. Most students did not understand these two stages and
always
-
confused the arrangement and number of chromosomes that are
produced within
this stage.
Table 4.5: Distribution of correct answer for Metaphase stage
based on
objective question
NUMBER OF
CORRECT
ANSWER
FREQUENCY OF
STUDENT
PERCENTAGES
( % )
1 15 75
2 3 15
3 1 5
4 1 5
ii) Completing metaphase I and metaphase II diagram.
The students answers can be interpreted by using a rubric scheme
(refer to
Appendix 2). Figure 4.4 shows the distribution of students
achievements by
completing the Metaphase I and Metaphase II diagrams. The full
mark for
completing the diagram is 10 marks. To obtain 10 marks, students
must give
appropriate answer and showed that they understand the stage of
metaphase that
happened in meiosis.
Ten (50%) students obtained a mark of between 6 to7 marks,
meaning that they
understood the process of meiosis but ignored the condition in
metaphase due to
misconception. Only one (5%) student got marks between 8 to 9
marks in
completing the metaphase diagram. This also means that they
understood the
metaphase process. However, seven (35%) students obtained 3 to 5
marks,
indicating that they showed some understanding about metaphase.
No students
-
obtained full marks. This revealed that students in general had
difficulty
imagining the association in metaphase using diagrams
incorporating at learning
in school.
Figure 4.6 : Students achievement in completing the metaphase
diagram
4.3.4 Possible factors leading towards the difficulties of
understanding the two
concepts
In order to answer this research questions, the researcher used
the Likert
question that consists of 15 questions. Students answered the
question using
their own opinion. The questions were based on five factors that
are enthusiasm,
teaching aid and strategies, confusion terminology and
explanation of
metaphase in meiosis I and meiosis II, and difficulty
understanding abstract
concepts.
4.3.4.1 Distribution of student enthusiasm
Enthusiasm is one of the factors that attract student attention
in class to learn.
Students will learn when they feel interested to understand
something that is
15
20
1512.5
20
27.5
0
5
10
15
20
25
30
PERCENTAGES
0 1 2 3 4 5
SCORE
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new for them. Once students have been exposed to new knowledge,
the process
of understanding knowledge begins. Teachers can assist in this
development by
providing many experiences that motivate students to explore
this new
knowledge and have them communicate their interpretations of it.
Research
indicates that communicating knowledge is essential for
understanding
(Fensham & Gunstone, 1994). When student attention is
engaged, their
achievement may be higher.
Table 4.5 shows that for item 1 which is science is an important
subject,
students who agree with this statement is 55.0 % (n=11),
uncertainty 20.0 %
(n=4) and disagree 25.0% (n=5). For item 2, nine (45%) students
stated that
they agree science is not an easy subject, three (15%) were
unsure and eight
(40%) disagreed. Most (n=7; 35.0 %) of them also agree with item
9 which
examined their ability to read the text book and revision book
about this topic
very well. However, one (5.0 %) of them was uncertain with this
statement and
the remaining twelve (60.0 %) students disagreed with the
statement.
With regards to item 12, students mostly disagreed with the
statement they
like this topic because it is easy to understand. The percentage
of students who
agree with this statement is 45.0 % (n=9), uncertain 35.0 %
(n=7) and disagree
20.0 % (n=4). Responses for item 13 shows that students
agreement with the
statement they that liked this topic because its related in our
daily life are seven (35.0
%) agreed, eight (40.0%) uncertain and five (25%) disagreed.
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From these five items, the total percentages of agreement on the
students
enthusiasm factor are 43.0 % , uncertainty 23.0 % and
disagreement 34.0 %.
Based on the highest total percentage on agree that claimed by
students,
researcher can conclude that enthusiasm is not the factor that
contributes the
difficulties of understanding the Metaphase I and Metaphase II
in meiosis. [atas
dasar apa you boleh buat conclusion ni??]
Table 4.7 : Distribution of students enthusiasm
Items
Student
enthusiasm Agree
Uncertainty Disagree
component Freq % Freq % Freq %
Q 1
Science is an
important subject 11/20 55 4/20 20 5/20 25
Q 2
Science is not an
easy subject 9/20 45 3/20 15 8/20 40
Q 9
I can read the
text book and
revision book
about this topic
very well
7/20 35 1/20 5 12/20 60
Q 12
I dont like this
topic because it
difficult to
understand
9/20 45 7/20 35 4/20 20
Q 13
I liked this topic
because it related
in our daily life
7/20 35 8/20 40 5/20 25
TOTAL
43/100 43 23/100 23 34/100 34
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4.3.4.2 Teaching aid and strategies
In school, among the most important roles of a teacher is to
deliver knowledge
and to improve students understanding of difficult science
concepts. By using
various strategies such as projects and discussions, the teacher
is almost certain
to attract students to learn. Nowadays, teacher normally used
multimedia tools
such as notebook to enhance and attract students attention to
learn in class.
From the Likert question, there are three items that examined
the use of
teaching aid and other teaching strategies that improve students
learning in
science.
Table 4.6 showed that for item 4 which is I can easily
understand this topic
when teacher explain in class, twelve (60%) students that agree
with this
statement, two (10.0%) uncertain and six (30.0%) others
disagree. For item
number 5, majority of them (n=13; 65.0 % ) agree with the use of
multimedia
tools such as notebook and Liquid Crystal Display (LCD) to make
them
understand this topic better, four (20.0 %) responded uncertain
and the
remaining three (15%) indicated their disagreement. For item 6,
most (n=14;
70%) of the students agree that they understand this topic
easily with the help of
diagram, two (10 %) were uncertain and four (20.0%) disagree. As
for item
number 10, eleven (55.0 %) of the students agree that they like
the way their
teacher teach science in class. However, six (30 %) of them
disagree and
another three (15.0%) were uncertain.
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From these 3 items, it was determined that using teaching aid,
good explanation
and interesting instruction did help students understand this
topic better. The
percentage of students who agree is 62.5 %, uncertain 13.7 % and
disagree 23.8
%. This proves that teaching aid and strategies is not the
factor that contributes
to the difficulties in learning this topic.[again, on what
ground do you support
this claim that teaching aid etc DID not contribute to the
difficulties? Macam
mana nak tau dia contribute ke tidak??]
Table 4.8 : Distribution of teaching aids and strategies
Items
Teaching aid
and Agree Uncertainty Disagree
Strategies Freq % Freq % Freq %
Q 4
I can easily
understand when
teacher explain in
class
12/20 60 2/20 10 6/20 30
Q 5
I can easily
understand when
teacher used
teaching aids such
notebook and LCD
13/20 65 4/20 20 3/20 15
Q 6
I easily understand
this topic with the
help of diagram
14/20 70 2/20 10 4/20 20
Q 10
I like the way how
my teacher
teaching science in
class
11/20 55 3/20 15 6/20 30
TOTAL
50/80 62.5 11/80 13.7 19/80 23.8
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4.3.4.4 Confusion with the Metaphase I and Metaphase II
stages
Earlier researches prove that students are always confused with
the Metaphase I
and Metaphase II stages that occur in meiosis. This topic is
considered as one of
the most difficult topics in the secondary school science
curriculum. There are
researches that revealed a wide range of misconceptions held by
the students
related to this topic which are associated with the teaching and
learning of
genetics. Brown (1990) identified some misconceptions in Meiosis
during an
advanced level examination by biology students about meiosis.
The results
revealed lack of understanding of aspects of the process of
meiosis and the
relationship of them to Mendelian genetics.
Based on Table 4.8, for the item 3 that is feel hard to
understand the phase that
occurred in Meiosis, majority of the students agree with this
statement which is
65.0 % (n=13), 5.0 % (n=1) uncertain and 30.0 % (n=6) disagree
with this
statement. Most of the students agree with the statement in item
14 that I am
always confused with the Metaphase I and Metaphase II phases of
meiosis. The
percentage that agrees with the statements is 80.0 % (n=16) and
only 20%
(n=20%) disagrees with this statement. For item 15 which I
always confused
because the diagram in exam paper, texbook and revision book is
not the same,
majority of the student agree that is 90.0 %, uncertainty 0 %
and disagree 10.0 %.
From these 3 items, it is determined that students are confused
with the stage
that occurs in Metaphase I and Metaphase II. The percentage that
students agree
is 78.3 %, uncertainty 1.7 % and disagree 20.0 %. They also
confused because
-
the diagram is not the same with the ones in exam question,
textbook and
revision book. These three sources use different diagrams, hence
making
students confused. Kindfield (1994) reported on the results of a
study of meiosis
models of chromosomes about this process. The results revealed a
set of
biologically correct features as well as a variety of meiosis
misunderstandings.
This proved that this is the factor that contributes the
difficulties in learning this
topic. [you are making a conclusion based on other peoples
report?]
Table 4.9 : Distribution of student confusing with the term used
in water cycle
Items
Confusion with the
stage between
Metaphase I and
Metaphase II
Agree Uncertainty Disagree
Freq % Freq % Freq %
Q8
The textbook make me
more confuse when I
read about this topic
13/20
65
1/20
5
6/20
30
Q14
I always confuse with the
phase of Metaphase I and
Metaphase II.
16/20
80
0/20
0
4/20
20
Q15
I always confused
because the diagram in
exam paper, texbook and
revision book is not the
same.
18/20
90
0/20
0
2/20
10
TOTAL
47/60
78.3
1/60
1.7
12/60
20
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4.3.4.5 Difficulty in understanding abstract concepts
There are 3 items related to this factor, namely items 3, 7 and
11. Based on Table
4.9, for item 3 that is I feel hard to understand the phase that
occurred in
Meiosis, most (n=13; 65% ) of them that were in agreement with
the statement,
two (10.0 %) were uncertain and five (25.0 %) disagree. However,
when relate to
item number 15 that implied despite reading a lot about this
topic using textbook
and revision book, the students still cannot understand this
topic, fourteen
(70.0%) agreed is 70.0 %, one (5.0%) uncertain and five (25.0%)
disagreed. For
item 11, majority (n=18; 90.0%) of the students agree that they
cannot imagine
the arrangement of chromosomes in Metaphase I and Metaphase II
when reading
this topic.
From these 3 items, it showed that the students agree that is
difficult for them to
understand this topic because they need to imagine the process
because they
cannot see with their naked eyes the process of Metaphase. Lewis
and Wood-
Robinson (2000) study found that widespread confusion,
uncertainty and a lack
of basic knowledge among middle school children in the United
Kingdom[the
confusion is about what??? Tak clearly stated. Plus must also
insert page
number]. This is same goes to the students in this sample even
though they
study harder they still cannot understand this topic very
well.
-
Table 4.10 : Distribution of students understanding of abstract
concepts
Items Understand abstract Agree Uncertainty Disagree
concepts Freq % Freq % Freq %
Q 3
I feel hard to
understand the phase
that occurred in Meiosis
13/20 65 2/20 10 5/20 25
Q 7
I read a lot about this
topic using textbook and
revision book but still
cannot understand this
topic
14/20 70 1/20 5 5/20 25
Q 11
I cannot imagine the
arrangement of
chromosomes in
Metaphase I and
Metaphase II when
reading this topic
18/20
90
0/20
0
2/20
10
TOTAL
45/60
75
3
5
12/60
20
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CHAPTER 5
CONCLUSION AND RECOMMENDATION
5.1 Introduction
Students feedbacks give important information about the
understanding of Form Four
students on concept relating to meiosis. Understanding on
student achievement in the
process relating to meiosis, students achievement in completing
the diagram of water
metaphase and factor leading towards the difficulties of
understanding metaphase I and
metaphase II has been displayed in Chapter 4. This chapter
summarizes the findings of
the study, conclusion and several recommendations that may be
useful as guidance for
future researcher that are interested in investigating this
topic.
5.2 Conclusion of Research Findings
This study was conducted to determine the understanding of Form
Four students on
concepts relating to metaphase I and metaphase II in meiosis.
Students understanding
was divided on several categories based on their score and grade
in answering objective
questions about the meiosis processes and completing metaphase
diagram. The
categories are:
f) understands meiosis and able to make a distinction between
Metaphase I and
Metaphase II;
g) understands meiosis but was not able to distinguish between
Metaphase I and
Metaphase II;
h) has basic understanding of meiosis and recognizes that there
is a difference
between Metaphase I and Metaphase II;
-
i) has basic understanding about meiosis but could not
distinguish between
Metaphase I and Metaphase II
j) gives confused or incorrect responses.
Based on the data obtained, the researcher was able to answer
all the research questions
stated in Chapter 1. The researcher collected demographic data
of the students
including their gender, attending science tuition class and
science assessment in PMR.
The collected data were analyzed using Microsoft Office Excel
2003.
Based on Figure 4.3 that is regarding to the objective question,
students that achieved
passing marks only 40.0 % or 8 students and students that are
failed is 60.0 % or 12
students. This showed that majority of the students do not
understand the concept
relating to metaphase I and metaphase II in meiosis. This is
because they only see the
process in diagram, textbook and revision book but cannot see
with their naked eyes the
process behind of it. They also cannot imagine the arrangement
of chromosomes in
every stage of meiosis. This is due to meiosis had two nuclear
division compared to
mitosis.
Based on Table 4.4 and Table 4.5, it can be concluded that the
students misunderstand
the process in metaphase I and metaphase II. From the 5
questions, none of the student
get correctly 5 items and the highest they can scored correctly
is 4 items which is only
by 1 students. This shows that majority of them had limited
understanding of the
concept related to meiosis..
-
In completing the water cycle diagram, based on Figure 4.4, only
1 student obtained the
highest score between 8-9 and others majority obtained score
between 6-7 marks.
Students failed to differentiate stage and arrangement of
chromosomes between
metaphase I and metaphase II.
Referring to students answer on Likert question, researcher
found that three possible
factors leading towards the difficulties of understanding the
two concepts. The factors
are students confused with metaphase I and metaphase II stage,
difficult to imagine the
process and unable to understand abstract concept that occurred
in metaphase. Students
always confused which is the metaphase I or metaphase II.
[tolong baiki sikit part ni; ikut apa yang saya dah buat untuk
section yang
terdahulu]
[IMPLICATION TOWARDS TEACHING MANA???]
5.3 Conclusion
This study revealed that students had inadequate understanding
of the concepts of
evaporation and condensation that related to water cycle and
that they showed they had
limited understanding to a significant extent. The study also
identify factors that
contribute to the difficulties in understanding the concept that
is confused with the term
that used and difficult to imagine the two process because they
cannot see the flow of
natural phenomena of water cycle by naked eyes. This is why most
of the students
cannot relate what they learned at school about the water cycle
with their daily life.
-
Demonstrating the metaphase stage in a science class with the
use of a computer is not
an effective teaching practice. The more the teacher uses this
teaching technique the
lower student achievement scores become. This is because
computer is not the right
medium for use in demonstrating science ideas. Students will be
passive observer and
cannot manipulate any tool or device that will make learning
more active and
discovery-oriented. So, this is why teacher must design
interactive method in
instruction to make sure student understand the abstract
concepts.
Without strong understanding of Metaphase process, most probably
students will face
with a problem when they taken their Sijil Pelajaran Malaysia
(SPM) next year. They
was introduced to this topic in this year. So, its hard for them
to understand the topic
because they lack of basic knowledge. From this study, it shows
that it is compulsory
for the student to learn and understands this topic strongly.
For most students, the
concepts of chromosomes in metaphase that move a very organized
way can be abstract
and confusing. Efficient teachers should be knowledgeable about
their students'
understanding of the science concepts or topics that students
find difficult to learn, in
order to help them develop specific scientific knowledge.
For some topics in science, learning is difficult because the
concepts are very abstract
and/ or they lack any connection to the student's common
experiences. Students' failure
to grasp the concept of cell division "meiosis" will lead to
their inability to understand
the basics of independent assortment and in solving problems in
Mendelian genetics
when they further their studies. It is suggested that teachers
should elicit any
-
misconception with which students might subsequently be
confronted in order to clarify
their thinking and promote more effective learning.
5.4 Recommendation For Future Research
Several recommendations have been identified to improve any
research on this topic in
future:
1. A bigger sample size is proposed so that a better picture can
be gained of
students actual situation all over the country.
2. Future research must to be conducted in different catchments
areas such as rural
and urban area so that their performance can be compare.
3. This study only covering the process of Metaphase in meiosis.
Future studies
must focus all the process in meiosis and mitosis.
4. This study only determines students understanding based on
achievement and
possible factors that leading towards the difficulties of
understanding meiosis.
Future studies must focus on identifying the way to increase
students
understanding in meiosis.
5. Future researcher can use different method of data collection
such as by doing
the experiments to obtain more specific results.
6. Compared the two groups of subjects that are Form Four and
Form Five because
in Form Five they will be seating for Sijil Pelajaran Malaysia.
(SPM)