Senior high school biology students’ literacy, perceptions, and attitudes towards biotechnology

Abstract

This study investigated the literacy, perceptions, and attitudes towards the study of biotechnology among Form Three biology students in selected Senior High Schools in the Prestea/Huni-Valley Municipality of Ghana. A mixed-method approach was employed, utilizing questionnaires, tests, and interviews to collect data from a sample of 155 students and 3 teachers. Students' perceptions of biotechnology encompassed ethical considerations, risks, benefits, and religious and moral issues. Students’ attitudes toward biotechnology applications, acceptance based on ethics and environmental impact, and purchase and use of biotechnology products were also examined. The study found varying levels of biotechnology literacy among students: nominal level (M = 5.22, SD = 2.652), functional scientific literacy (M = 3.85, SD = 1.552), conceptual level (M = 3.68, SD = 1.902), and multidimensional level (M = 1.92, SD = 1.710). These very low mean scores highlight a significant gap in students' understanding of biotechnological concepts and their applications. Differences were observed based on gender for the nominal level (M = 1.331, p = .013) and functional scientific literacy (M = 0.799, p = .011). Pearson’s correlational analyses revealed insignificant and weak positive relationships between students' perceptions of biotechnology and their literacy scores (r = 0.022, p = 0.791) and between students' attitudes towards biotechnology and their literacy scores (𝑟 = −0.077, p = 0.355). The findings suggest a need for targeted interventions to enhance biotechnology education, addressing literacy levels, shaping perceptions, and fostering informed attitudes. Recommendations include incorporating hands-on learning experiences, promoting critical thinking, and engaging students in discussion on the societal implications of biotechnology. Further research is suggested to explore the impact of educational strategies on students' biotechnology literacy and performance. The study contributes to the understanding of factors influencing biotechnology education in Ghana and provides insights for improving teaching and learning in this field.