The Impact of Teacher Errors on Senior Students’ Understanding of Concept Respiration, in Awka, Anambra State


The study investigated how teachers’ conceptual errors influenced secondary school students understanding of concept of respiration. The sample comprised 40 out of 72 biology teachers and 432 out of 2049 biology students drawn from 10 secondary schools in Awka Education zone of Anambra State. Two research questions and one null hypothesis guided the study. Date was collected using three instrument developed by the researchers. The result of the study indicated that student’s error and misconceptions of respiration were partly contributed by the teacher’s and partly by students’ lack of understanding of the conceptual areas of respiration themselves. The result was discussed and its implication to biology education was given