Misconception Among Senior Secondary School Students in Practical Biological Science. a Case Study of Ungoggo Local Government Area in Kano State

Misconceptions in biology practicals among senior secondary school students present a significant challenge to effective science education, particularly in Ungoggo Local Government Area, Kano State. This study investigates the common misconceptions held by students, their sources, and the impact these misunderstandings have on their academic performance. A descriptive survey research design was adopted, involving 60 SS2 and SS3 students from private secondary schools. Data was collected using a structured questionnaire focusing on students’ misconceptions in biology practicals. Findings reveal that many students hold incorrect beliefs about key biological concepts such as microscopy, osmosis, and bio chemical tests. The study identifies major sources of these misconceptions, including inadequate laboratory facilities, ineffective teaching methods, misinterpretation of textbook illustrations, and reliance on incorrect prior knowledge. The study also highlights how these misconceptions negatively affect students' understanding and practical application of biological concepts. To address these issues, recommendations include improving laboratory resources, adopting hands-on and inquiry-based teaching strategies, enhancing teacher training programs, and revising the biology curriculum to place greater emphasis on practical-based learning. Correcting these misconceptions is essential for improving students’ scientific literacy and their preparedness for science-related careers.