Students’ perceptions on the difficulty of biochemistry concepts covered in Rwandan secondary school biology curriculum

Abstract

This study explored the Rwandan secondary students’ opinions on learning biochemistry concepts covered in the Rwandan advanced level of secondary school biology curriculum, and the reasons behind the difficulty of the concepts. In this research, sequential exploratory mixed-method designs were adopted. The sample comprised 195 secondary school students, who were purposively selected from the schools in Rwamagana and Kayonza districts of Rwandan Eastern Province. Data were collected using self-administered questionnaires and focus group semi-structured interview guides. Data analysis was carried out using both quantitative and qualitative approaches. Results from this research showed that photosynthesis and respiration are the major units that are challenging to study with the respective percentages of 62.5 and 75.1. On the other hand, the concept of enzymes is the most difficult according to students’ views. The lack of adequate laboratory and learning resources and teachers’ teaching styles were reportedly the reasons behind the difficulty of these units. Therefore, the provision of continuous professional development training on advances in teaching and learning biochemistry to in-service teachers would be one of the strategies to enhance students’ understanding of these concepts.

Keywords: Biochemistry, photosynthesis, enzymes, respiration, secondary school students.