Journal of Research in Didactical Sciences

Research Article

An Investigation into Weaknesses Exhibited by High School Students on Biological Drawing

Abigail Fiona Dzidzinyo 1, Ebenezer Appah Bonney 1 * , Comfort Korkor Sam 2
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1 Department of Science Education, University of Cape Coast, Ghana
2 Department of Science Education, University for Development Studies, Ghana
* Corresponding Author


This study was intended to examine the weaknesses biology students exhibit when required to make biological drawings of specimen they are presented with. The explanatory sequential mixed methods design was used for the study. The target population was all SHS 3 students offering biology as an elective in senior high schools in Cape Coast Metropolis of Ghana during the 2020/2021 academic year. The accessible population, however, was elective biology students from six schools in the metropolis. A sample size of 230 students was used. An achievement test and an interview schedule were the research instruments used. Kuder-Richardson-20 value for the achievement test calculated after pilot testing was found to be 0.43. Descriptive statistics such as frequencies and percentages were used to analyse the students’ scores on the achievement test, while data from the interview were analysed using themes. Students’ weaknesses were on the provision of appropriate headings, avoiding shading, ruling guidelines without arrowheads, and accuracy of features drawn. It was recommended that biology teachers should ensure that the rubrics of biological drawing are at students’ fingertips by giving lots of drawing exercises, marking and discussing shortfalls with students.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Bibliographic Info

Journal of Research in Didactical Sciences, 2022, Volume 1, Issue 1, Article No: 12730

Publication date: 18 Dec 2022

Article Views: 662

Article Downloads: 700

Open Access


How to cite this article

e-ISSN: 2997-5905