Why Biology? A Study on Influencing Factors and Determinants Among Undergraduates Majors

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


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)


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


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.


BackgroundSome of the possible contributing factors:Motivation Interest Topics learned in biologyPerceive difficulties Views on teaching and learning of biology


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?


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


FindingsMean values for each possible influential factor that

determine students’ choice to study biology for undergraduate degree

Mea

n


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)


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…


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


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


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.


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.


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.


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.


Thank you.

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Why Biology? A Study on Influencing Factors and Determinants Among Undergraduates Majors