Effects of Constructive Controversy and Self-Efficacy on Students’ Attitude to Genetics' Concepts

Ayodeji Temitope Ojo

doi:10.17509/pdgia.v22i3.66462

Effects of Constructive Controversy and Self-Efficacy on Students’ Attitude to Genetics' Concepts

Ayodeji Temitope Ojo

Abstract

Genetics concepts (GCs) are fundamental to human development and societal well-being. However, advancements in genetics have ignited public controversies, particularly in areas such as genetic modification of organisms and sex determination. Despite their importance, students often display negative attitudes toward GCs, while prior educational interventions have largely failed to integrate socioscientific issues, limiting their effectiveness. This study aims to improve students’ attitudes and understanding of GCs by utilizing the Constructive Controversy Strategy (CCS), a pedagogical approach designed to foster critical thinking and collaborative learning. Grounded in situated learning theory, the study adopted a pretest-posttest control group quasi-experimental design. A total of 240 senior secondary school science students from six public schools were randomly assigned to the CCS group (n=121) and the conventional strategy group (n=119). Data were analyzed using analysis of covariance (ANCOVA) at a significance level of p < 0.05. Results revealed a significant main effect of CCS on students’ attitudes toward GCs (F(1, 215) = 4.42; partial η² = 0.02). Genetics self-efficacy also significantly influenced attitudes (F(2, 214) = 3.12; partial η² = 0.03), and an interaction between treatment and genetics self-efficacy was observed (F(2, 213) = 3.04; partial η² = 0.05).The findings conclude that CCS is an effective strategy for improving students’ attitudes and understanding of GCs by integrating socioscientific issues. This approach supports the development of genetics-literate citizens equipped to engage with contemporary societal challenges.

Keywords

Constructive Controversy Strategy, Genetics Concepts, Genetics Self-Efficacy, Situated Learning

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DOI: https://doi.org/10.17509/pdgia.v22i3.66462