ABSTRACT

Plant nutrition is a complex subject at any educational level, this can be due to alternative conceptions students’ hold, which are often profoundly contrary to their scientific counterparts therefore, identification of student’s understanding regarding this scientific concept is important. The study investigates students' comprehension of plant nutrition, a fundamental topic in biology education. It also explores common misconceptions and gaps in knowledge that hinder effective learning. The Key areas of focus include the identification of essential nutrients, their functions, and the mechanisms of nutrient uptake and assimilation in plants. The researcher assesses the depth of understanding among secondary school students in Egor Local Government Area.

A survey design was adopted for the study, aimed at collecting information through structured questions from a representative sample of S.S.S students in selected within Egor Local Government Area of Edo State. The study employed a sample size of one hundred senior secondary students selected by simple random sampling and data were collected through administration of plant nutrition concept diagnostic test questions.

The findings of the study highlight the need for enhanced educational strategies, including interactive and inquiry-based learning, to improve conceptual clarity. By providing insights into the current state of student understanding, this research aims to inform educators and curriculum developers, ultimately fostering a more comprehensive approach to teaching plant nutrition concepts.