Why Biology?

A Study on Influencing Factors

and Determinants among Undergraduates
Majors
By
Norkhalilie binti Zulkifli
Kolej MARA Seremban
Negeri Sembilan


National Action Research (NARC2014)
Melaka, 24-25 June 2014
Content/Structure
Background
Research Aim
Research questions
Methodology
Findings
Discussion
Conclusion

National Action Research (NARC2014)
Background
Decline in students attitudes to study science
in school (Osborne and Collins, 2001; Cerrini,
Murray and Reiss, 2004; Jenkins and Nelson,
2005)
Decline in numbers of students to study
science post school education in many
countries (Trumper, 2006)
Biology is more preferred compared to
chemistry and physics
Ratio of students who study Biology is 1.6
female to every male (Osborne, 2003)



National Action Research (NARC2014)
The gap in the literature


More research on girls attainment in science,
decline interest in physics (Miller, Blessings and
Schwartz, 2006)
More studies were undertaken at school level
(Bennet and Hogarth, 2005)
Less research conducted in the higher educational
level (pre-university/university)
The final stage where the decision is made by the
students

National Action Research (NARC2014)
Research Aim


To find the possible reasons and the
explanation of the current situation
To help improve and narrow the possible
stereotypic gender gap in biological science
To find some answers which may be useful for
the recommendation of practice
To intensify the interest and the affective
value of biology among students.

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Background
Some of the possible contributing factors:
Motivation
Interest
Topics learned in biology
Perceive difficulties
Views on teaching and learning of biology


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Research Questions
What are the most important factors that
influence and motivate undergraduate students
to choose biology as their major subject?
Is there any significant difference in the factors
between male and female undergraduates and
why?

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Methodology
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Quantitative Data Collection
(Survey questionnaire)
Data Analysis
(Descriptive Analysis)
;
Interview Schedule
Development
Qualitative Data Collection
(Semi-structured Interview)
Distributed to 187
students from the
Department of
Biology from one of
the universities in
the North East of the
United Kingdom
30 minutes
interviews were
conducted to the
first year students
Findings
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Mean values for each possible influential factor that
determine students choice to study biology for
undergraduate degree
M
e
a
n

Findings
Students were found to value of each factor into
two significant categories (mean values)

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High
Positive contributions (4.35)
Topics (4.10)
Enjoyment of the nature of
biology (4.32)
Solve world problems(4.34)

Interesting concepts (4.32)
Keep informed about scientific
discoveries (4.02)
Low
Parents (1.71)

Family members in
similar fields (1.82)

Friends in similar field
(2.14)
Findings
Items Gender Mean
Significance
of difference
(p<.05)
Family members in a
similar field
Male 1.42 p<.05
Female
2.07
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Statistically, there was no significant difference
between the male and female students.
However
Findings from the interviews
There were five main themes identified:


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Students perceptions of the value of biology
studies
Enjoyment of learning biology

Students perception of the biology teacher

Out-of-classroom activities

The role of family and friends

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F
a
c
t
o
r
s

i
n
f
l
u
e
n
c
i
n
g

u
n
d
e
r
g
r
a
d
u
a
t
e
s

Students' perception of
the value of biology
studies
Contribution of biology
Career
Enjoyment of learning
biology
Concepts and topics
Perceived difficulty of
biology
Classroom atmosphere,
active learning and
practical work
Students' perception of
biology teacher
Attributes to the teacher
Out-of-classroom
activities
Indoor
Outdoor
Role of friends and
family
Discussion
Their high interest was mainly based on the
concepts and the socio-scientific issues in
biology- altruism.
The positive and interesting classroom
atmosphere had been linked to the students
enjoyment of learning biology.
Students self-efficacy is prominent for them to
choose studying biology. Biology is perceived to be
less difficult than the other sciences.
Having parents or relatives in biology-related
fields affect the students persistence in biology.
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Conclusion
The students' perceptions of the positive
contribution of biology towards solving world
problems had governed their persistence in
continuing to study biology.
The interesting biology concepts affect the
students enjoyment of learning.
The positive perception of teaching and learning
that the students had experienced with highly
affect their choices.
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The role of family and the socio-cultural aspect are
indicatively influential on both genders.
Both genders choose to study biology based on
similar reason; their personal interest.
Particularly for teachers, the necessity to
concentrate on ways to develop students affective
response and their satisfaction in learning science
is significant.
National Action Research (NARC2014)
Recommendation for future
research

Examine the students learning strategies.
To look at the different learning styles and
preferences between male and female students.
This may also relate to the perception of difficulty in
learning biology and eventually mould the way in
which they regard the subject.

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Thank you.
National Action Research (NARC2014)