DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Genetics is a fundamental aspect of biological education, crucial for understanding
heredity, variation, and molecular mechanisms in life. Despite its importance, student
engagement in genetics courses at the University of Education, Winneba (UEW) varies
widely. This study investigates the factors influencing undergraduate students' interest
and engagement in the study of genetics, focusing on the perceived relevance of genetics,
pedagogical approaches, challenges faced by students, and misconceptions. A
descriptive survey design was used, with data collected from 150 undergraduate
students enrolled in the Biology and Integrated Science Education programs. Results
indicate that the perceived relevance of genetics to students’ lives, including its
application in health and global issues like food security, is the most significant predictor
of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on
activities and interactive learning methods were also found to enhance engagement.
However, students faced moderate challenges in understanding genetic concepts, which
reduced their overall engagement. Misconceptions about genetics were less impactful but
still contributed to shaping students’ attitudes. The findings suggest that aligning
teaching strategies with real-life applications and addressing student misconceptions can
improve student engagement in genetics education.