THE INFLUENCE OF 3D IN THE TEACHING AND LEARNING OF GENETICS IN BIOLOGY

ABSTRACT

The study was focused on the influence of 3D in the teaching and learning of genetics in biology. And was delimited to biology teachers and students in public secondary schools in oredo L.G.A. The descriptive research design was adopted for the study. A structured questionnaire was used as the instrument for data collection. The instrument was validated by the researchers’ supervisor and administered to 100 respondents. Data from the questionnaire were presented in tables and were analysed using mean and standard deviation. The findings of the study revealed that: the use of 3D models enhances students' understanding of complex genetic concepts more than textbooks given that our grand mean is higher than our mean decision rule of 2.50. the use of 3D technology impacts positively on students' engagement and motivation in learning Genetics. to a very large extent different learning styles and preferences influence the effectiveness of 3D models in teaching Genetics. the challenges and limitations associated with the integration of 3D technology in the teaching and learning of Genetics include with their respective mean and standard deviation: lack of ICT skills, stable power supply, inadequate facilities to support the use of 3D technology and the needed funds to purchase 3D technology the implications of using 3D models in Genetics education for curriculum development and instructional practices: Use of 3D models should be integrated into the genetics curriculum, should be stated in the curriculum that complex genetics concept should be taught only with use of genetics, the limitations to the integration of use of 3D technology into the genetic education curriculum should be identified and addressed and the benefits of using 3D technology in teaching genetics highlight genetic education curriculum reform. Based on the findings of this work, the following recommendations are made: 3D models should be integrated into teaching and learning process in secondary schools. And School authorities should make provision for the the use of 3D technology given its positive influence on students' engagement and motivation in learning Genetics.