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CHAPTER 4

RESULT AND DISCUSSION

4.1 Introduction

This chapter will present the results of data analysis performed on the data collected in

order to answer the research questions. The analysis was done by using Microsoft

Office Excel 2003. This study involves Form Four students of an urban area school in

Selangor. The main objective of this study was to determine understanding of form four

students on cell division related to the phase of metaphase in meiosis. Specifically, the

objectives include to find out possible factors leading towards the difficulties of

understanding Metaphase I and Metaphase II. The result was presented using data and

discussion on:

i) Students background

- Demographic data of students background

ii) Research Analysis

- students achievement in understanding the concepts of Meiosis in cell

division (from students objectives questions and diagrams that has been

plus with each two marks)

- students understanding about the process of Metaphase I and Metaphase

II (from students objectives questions marks that answer correctly 10

questions)

- students understanding about Metaphase I and Metaphase II based on

* objective questions

* metaphase I and metaphase II diagram

- possible factors leading towards the difficulties of understanding the

Metaphase I and Metaphase II in meiosis

4.2 Students background

This part elicited demographic information such as subjects gender, whether or not

they attend tuition class and their PMR science grade.

4.2.1 Gender of the subjects

A total of twenty students participated in this study, of which the majority of

students are female (n= ?, 60 %) while the remaining is male (n=?, 40 %.). This

is because in this class, the number of female students is higher than male. The

data about percentages of students gender is showed on Figure 4.1.

Figure 4.1: Gender of the students

4.2.2 Attending Tuition Class

By attending the tuition class, students learned more about this topic to improve

their learning. Attending tuition class is one of the factor that influence students

understanding of this topic. Figure 4.2 showed a total of 25 % of the students

attended science tuition class while another 75 % (n=?) of them did not attend

class tuition. [Rukis, minta nyatakan jumlah responden serta peratus]

25, 25%

75, 75%

ATTEND

NOT ATTEND

Figure 4.2 : Distribution of students attending tuition class

40%

60%

MALE

FEMALE

4.2.3 Performance of Science subjects in PMR

Table 4.1 below highlights the respondents science results in PMR. Knowing

the grades they obtained will give the researcher basic information about the

students scientific knowledge in science. From their results, it is shown that

most of the students (n=9; 45%) obtained grade, six (30%) students got B and

three (15%) students obtained an A. The remaining two (10%) students failed

whereby they only managed to get a letter grade of D.

Table 4.1 : Students performance in Science

GRADE NUMBER OF

STUDENTS PERCENTAGE

A 3 15

B 6 30

C 9 45

D 2 10

E 0 0

TOTAL

20 100

4.3 Research Analysis

The research analysis was done based on the students performance in

answering questions related to the research questions. Specifically, there were

10 objective questions about meiosis in cell division, diagram completion

questions on Metaphase I and Metaphse II, and 15 Likert questions on science

learning. In other words, the instruments used analyzes students understanding

about Metaphase I and Metaphase II, meiosis, and possible factors leading

towards the difficulties of understanding the Metaphase I and Metaphase II.

4.3.1 Students achievement in understanding of meiosis in cell division.

The questions are based on the meiosis topic which consists of several phases

including Metaphase I and Metaphase II. Table 4.2 shows students achievements

on objective questions based on score range from 0-19 (Grade E), 20-39 (Grade

D), 40-59 (Grade C), 60-79 (Grade B) and 80 100 (Grade A). The students

understandings were analyzed according to their score and grade in answering

objective questions on meiosis phases.

Table 4.2 : Student achievement in answering the objective question

GRADE

RANGE

OF

SCORE

CATEGORIES OF

UNDERSTANDING

NUMBER OF

STUDENTS PERCENTAGE

A 80 100

Understands the meiosis and

makes a distinction between

Metaphase I and Metaphase II

1 5

B 60 79

Understands the meiosis, but

does not distinguish between


1 5

C 40 59

Has a basic understanding

about meiosis but recognizes

that there is a difference

between Metaphase I and

Metaphase II

6 30

D 20 - 39

has a basic understanding about

meiosis and does not distinguish

between Metaphase I and

Metaphase II

10 50

E 0 - 19

gives confused or incorrect

responses 2 10

TOTAL

20 100

From the score range, students understandings can be identified based on the

following categories:

a) understands meiosis and makes a distinction between Metaphase I and

Metaphase II;

b) understands meiosis, but is not able to distinguish between Metaphase I and

Metaphase II;

c) has basic understanding of meiosis but recognizes that there is a difference

between Metaphase I and Metaphase II;

d) has basic understanding about meiosis but is not able to distinguish between


e) gives confused or incorrect responses.

Table 4.2 indicated that most of the students (n=10; 50%) obtained grade D

whereby the scores they obtained are between 20 39 %. Students who obtained

grade D shows basic understanding about meiosis and are unable to distinguish

between Metaphase I and Metaphase II. This means the students failed to

demonstrate some knowledge and the process of Metaphase I and sometimes

cannot transfer simple concepts to new contexts. An example of test item that taps

into this aspect is item 1 which asks the number of chromosomes as the parent cell

during meiosis. Most of the students answered half number of chromosomes. The

correct answer is four chromosomes.

The results also showed that there are 2 (10%) students who obtained grade E

which means their mark is between 0 19% only. This shows that they gave

confused or incorrect responses. It also indicated that their understanding of the

relationship between Metaphase I and Metaphase II is limited. The example is

in Item 9 where students need to think which of the sentences is true regarding

animal cell during and after meiosis. Most students cannot understand the

concept regarding the number of nucleus and number of gametes during

meiosis. Most of them answered that the number of nucleus and number of

gametes still same.

There were six (30%) students who obtained marks between 40 59 %, which is

a grade of C. This result showed that they have basic understanding about meiosis

and that they recognize that there is a difference between Metaphase I and

Metaphase II. They had basic understanding about the relationship between the

two stages of metaphase and are able to understand the arrangement of

chromosomes. One (5%) student obtained grade B which means his/her marks is

between 60 -79 %. This means s/he understood meiosis, but was not able to

distinguish between Metaphase I and Metaphase II. Item 10 of the instrument

specifically looks into students ability to arrange the process in meiosis correctly.

However, even though most of the students obtained low marks, there was one (5

%) student who obtained mark between 80 100 % which means that s/he

obtained grade A. This means that this student understood the meiosis process and

makes a distinction between Metaphase I and Metaphase II. The student in this

categoriy showed that s/he is able to understand the arrangement of chromosomes

and the number of cell produced in meiosis.

Also based on data from Table 4.2, the researcher concludes that the percentage

of student who achieved the required standard of the passing mark is only 40%

(n=8) while those who failed consist of 60 % (n=12) of the sample. Figure 4.3

basically highlights the percentages of students who can and cannot understand

the stage of metaphase which is related to meiosis, as well as those who cannot

understand the arrangement of chromosomes. From the analysis of students

achievements in the research questions, it shows that students failed to

understand the process behind meiosis.

40

60

0

10

20

30

40

50

60

PASS FAILED

Series1

Figure 4.3 : Student achievement based on passing mark

4.3.2 Students understanding about the process of Metaphase I and Metaphase

II

Data for the above is obtained via the objective questions. The total number of

items is 10. The items basically sought students understanding of the

arrangement of chromosomes and differences of metaphase in mitosis and

meiosis. Table 4.3 was constructed based on number of correct answer in the

stage of Metaphase I and Metaphase II in meiosis.

Based on the results, six (30%) of the students answered only 1 item correctly.

Five (25%) others answered correctly 2 items and only four (20%) students

answered correctly 4 items. The number of students who answered correctly 3

items are three (15%). Only one (5%) student answered correctly 6 items from

10 items. However, none of the students answered 7 or more items correctly.

Also, none answered correctly 5 items.

The findings of the study also show that student always make mistake when

understanding the science concepts even though it was basic concepts. It also

indicated that even though some students did understand the stage in meiosis,

they still had difficulties explaining each of the stages; hence suggesting that

they probably only memorized the sequence of the stage. From this analysis, it

was found that the students did not realize that metaphase I and metaphase II are

difference stages because meiosis consists of two separate nuclear divisions.

Most students did not understand these two stages and always confuse the

arrangement and the number of chromosomes produced within the two stages.

Table 4.4 : Distribution of correct answer for objective question

NUMBER OF

CORRECT

ANSWER

FREQUENCY OF

STUDENT

PERCENTAGES

( % )

6 1 5

4 4 20

3 3 15

2 5 25

1 6 30

0 2 10

4.3.3 Students understanding about Metaphase I and Metaphase II.

Students understandings of meiosis were examined through objective question

posed in Part A and via their completion of metaphase I and metaphase II

exercises in Part B. The objective questions consists of meiosis, differences

between meiosis and mitosis, processes in Metaphase I and Metaphase II, the

stages involved in meiosis and the arrangement of chromosomes. In completing

the metaphase diagram, students are required to draw metaphase I and

metaphase II and complete the passage. It begins with metaphase I in meiosis I

and metaphase II in meiosis II.

i) Objective question

The numbers of item related to Metaphase I and Metaphase II are 2, 3, 4, 6 and

7. These items tapped into the arrangement of chromosomes and differences of

metaphase in mitosis and meiosis. Table 4.4 was constructed based on the

number of correct answers for Metaphase I and Metaphase II stages in meiosis.

Based on the results, 15 (75%) students answered correctly only 1 item,

followed by three (15%) students answered correctly 2 items and only one (5%)

student able to answer correctly 3 and 4 items.

The findings also revealed that students always make mistakes when

understanding the science concepts even though it was the basic concepts. It

also indicated that even though some students did understand the stage in

meiosis, they still had difficulties explaining each of the stages. They only

memorize the sequence of the stage.

From this analysis, it was found that they failed to realize that metaphase I and

metaphase II are difference stages because meiosis consists two separate nuclear

divisions. Most students did not understand these two stages and always

confused the arrangement and number of chromosomes that are produced within

this stage.

Table 4.5: Distribution of correct answer for Metaphase stage based on

objective question

NUMBER OF

CORRECT

ANSWER

FREQUENCY OF

STUDENT

PERCENTAGES

( % )

1 15 75

2 3 15

3 1 5

4 1 5

ii) Completing metaphase I and metaphase II diagram.

The students answers can be interpreted by using a rubric scheme (refer to

Appendix 2). Figure 4.4 shows the distribution of students achievements by

completing the Metaphase I and Metaphase II diagrams. The full mark for

completing the diagram is 10 marks. To obtain 10 marks, students must give

appropriate answer and showed that they understand the stage of metaphase that

happened in meiosis.

Ten (50%) students obtained a mark of between 6 to7 marks, meaning that they

understood the process of meiosis but ignored the condition in metaphase due to

misconception. Only one (5%) student got marks between 8 to 9 marks in

completing the metaphase diagram. This also means that they understood the

metaphase process. However, seven (35%) students obtained 3 to 5 marks,

indicating that they showed some understanding about metaphase. No students

obtained full marks. This revealed that students in general had difficulty

imagining the association in metaphase using diagrams incorporating at learning

in school.

Figure 4.6 : Students achievement in completing the metaphase diagram

4.3.4 Possible factors leading towards the difficulties of understanding the two

concepts

In order to answer this research questions, the researcher used the Likert

question that consists of 15 questions. Students answered the question using

their own opinion. The questions were based on five factors that are enthusiasm,

teaching aid and strategies, confusion terminology and explanation of

metaphase in meiosis I and meiosis II, and difficulty understanding abstract

concepts.

4.3.4.1 Distribution of student enthusiasm

Enthusiasm is one of the factors that attract student attention in class to learn.

Students will learn when they feel interested to understand something that is

15

20

1512.5

20

27.5

0

5

10

15

20

25

30

PERCENTAGES

0 1 2 3 4 5

SCORE

new for them. Once students have been exposed to new knowledge, the process

of understanding knowledge begins. Teachers can assist in this development by

providing many experiences that motivate students to explore this new

knowledge and have them communicate their interpretations of it. Research

indicates that communicating knowledge is essential for understanding

(Fensham & Gunstone, 1994). When student attention is engaged, their

achievement may be higher.

Table 4.5 shows that for item 1 which is science is an important subject,

students who agree with this statement is 55.0 % (n=11), uncertainty 20.0 %

(n=4) and disagree 25.0% (n=5). For item 2, nine (45%) students stated that

they agree science is not an easy subject, three (15%) were unsure and eight

(40%) disagreed. Most (n=7; 35.0 %) of them also agree with item 9 which

examined their ability to read the text book and revision book about this topic

very well. However, one (5.0 %) of them was uncertain with this statement and

the remaining twelve (60.0 %) students disagreed with the statement.

With regards to item 12, students mostly disagreed with the statement they

like this topic because it is easy to understand. The percentage of students who

agree with this statement is 45.0 % (n=9), uncertain 35.0 % (n=7) and disagree

20.0 % (n=4). Responses for item 13 shows that students agreement with the

statement they that liked this topic because its related in our daily life are seven (35.0

%) agreed, eight (40.0%) uncertain and five (25%) disagreed.

From these five items, the total percentages of agreement on the students

enthusiasm factor are 43.0 % , uncertainty 23.0 % and disagreement 34.0 %.

Based on the highest total percentage on agree that claimed by students,

researcher can conclude that enthusiasm is not the factor that contributes the

difficulties of understanding the Metaphase I and Metaphase II in meiosis. [atas

dasar apa you boleh buat conclusion ni??]

Table 4.7 : Distribution of students enthusiasm

Items

Student

enthusiasm Agree

Uncertainty Disagree

component Freq % Freq % Freq %

Q 1

Science is an

important subject 11/20 55 4/20 20 5/20 25

Q 2

Science is not an

easy subject 9/20 45 3/20 15 8/20 40

Q 9

I can read the

text book and

revision book

about this topic

very well

7/20 35 1/20 5 12/20 60

Q 12

I dont like this

topic because it

difficult to

understand

9/20 45 7/20 35 4/20 20

Q 13

I liked this topic

because it related

in our daily life

7/20 35 8/20 40 5/20 25

TOTAL

43/100 43 23/100 23 34/100 34

4.3.4.2 Teaching aid and strategies

In school, among the most important roles of a teacher is to deliver knowledge

and to improve students understanding of difficult science concepts. By using

various strategies such as projects and discussions, the teacher is almost certain

to attract students to learn. Nowadays, teacher normally used multimedia tools

such as notebook to enhance and attract students attention to learn in class.

From the Likert question, there are three items that examined the use of

teaching aid and other teaching strategies that improve students learning in

science.

Table 4.6 showed that for item 4 which is I can easily understand this topic

when teacher explain in class, twelve (60%) students that agree with this

statement, two (10.0%) uncertain and six (30.0%) others disagree. For item

number 5, majority of them (n=13; 65.0 % ) agree with the use of multimedia

tools such as notebook and Liquid Crystal Display (LCD) to make them

understand this topic better, four (20.0 %) responded uncertain and the

remaining three (15%) indicated their disagreement. For item 6, most (n=14;

70%) of the students agree that they understand this topic easily with the help of

diagram, two (10 %) were uncertain and four (20.0%) disagree. As for item

number 10, eleven (55.0 %) of the students agree that they like the way their

teacher teach science in class. However, six (30 %) of them disagree and

another three (15.0%) were uncertain.

From these 3 items, it was determined that using teaching aid, good explanation

and interesting instruction did help students understand this topic better. The

percentage of students who agree is 62.5 %, uncertain 13.7 % and disagree 23.8

%. This proves that teaching aid and strategies is not the factor that contributes

to the difficulties in learning this topic.[again, on what ground do you support

this claim that teaching aid etc DID not contribute to the difficulties? Macam

mana nak tau dia contribute ke tidak??]

Table 4.8 : Distribution of teaching aids and strategies

Items

Teaching aid

and Agree Uncertainty Disagree

Strategies Freq % Freq % Freq %

Q 4

I can easily

understand when

teacher explain in

class

12/20 60 2/20 10 6/20 30

Q 5

I can easily

understand when

teacher used

teaching aids such

notebook and LCD

13/20 65 4/20 20 3/20 15

Q 6

I easily understand

this topic with the

help of diagram

14/20 70 2/20 10 4/20 20

Q 10

I like the way how

my teacher

teaching science in

class

11/20 55 3/20 15 6/20 30

TOTAL

50/80 62.5 11/80 13.7 19/80 23.8

4.3.4.4 Confusion with the Metaphase I and Metaphase II stages

Earlier researches prove that students are always confused with the Metaphase I

and Metaphase II stages that occur in meiosis. This topic is considered as one of

the most difficult topics in the secondary school science curriculum. There are

researches that revealed a wide range of misconceptions held by the students

related to this topic which are associated with the teaching and learning of

genetics. Brown (1990) identified some misconceptions in Meiosis during an

advanced level examination by biology students about meiosis. The results

revealed lack of understanding of aspects of the process of meiosis and the

relationship of them to Mendelian genetics.

Based on Table 4.8, for the item 3 that is feel hard to understand the phase that

occurred in Meiosis, majority of the students agree with this statement which is

65.0 % (n=13), 5.0 % (n=1) uncertain and 30.0 % (n=6) disagree with this

statement. Most of the students agree with the statement in item 14 that I am

always confused with the Metaphase I and Metaphase II phases of meiosis. The

percentage that agrees with the statements is 80.0 % (n=16) and only 20%

(n=20%) disagrees with this statement. For item 15 which I always confused

because the diagram in exam paper, texbook and revision book is not the same,

majority of the student agree that is 90.0 %, uncertainty 0 % and disagree 10.0 %.

From these 3 items, it is determined that students are confused with the stage

that occurs in Metaphase I and Metaphase II. The percentage that students agree

is 78.3 %, uncertainty 1.7 % and disagree 20.0 %. They also confused because

the diagram is not the same with the ones in exam question, textbook and

revision book. These three sources use different diagrams, hence making

students confused. Kindfield (1994) reported on the results of a study of meiosis

models of chromosomes about this process. The results revealed a set of

biologically correct features as well as a variety of meiosis misunderstandings.

This proved that this is the factor that contributes the difficulties in learning this

topic. [you are making a conclusion based on other peoples report?]

Table 4.9 : Distribution of student confusing with the term used in water cycle

Items

Confusion with the

stage between

Metaphase I and

Metaphase II

Agree Uncertainty Disagree

Freq % Freq % Freq %

Q8

The textbook make me

more confuse when I

read about this topic

13/20

65

1/20

5

6/20

30

Q14

I always confuse with the

phase of Metaphase I and

Metaphase II.

16/20

80

0/20

0

4/20

20

Q15

I always confused

because the diagram in

exam paper, texbook and

revision book is not the

same.

18/20

90

0/20

0

2/20

10

TOTAL

47/60

78.3

1/60

1.7

12/60

20

4.3.4.5 Difficulty in understanding abstract concepts

There are 3 items related to this factor, namely items 3, 7 and 11. Based on Table

4.9, for item 3 that is I feel hard to understand the phase that occurred in

Meiosis, most (n=13; 65% ) of them that were in agreement with the statement,

two (10.0 %) were uncertain and five (25.0 %) disagree. However, when relate to

item number 15 that implied despite reading a lot about this topic using textbook

and revision book, the students still cannot understand this topic, fourteen

(70.0%) agreed is 70.0 %, one (5.0%) uncertain and five (25.0%) disagreed. For

item 11, majority (n=18; 90.0%) of the students agree that they cannot imagine

the arrangement of chromosomes in Metaphase I and Metaphase II when reading

this topic.

From these 3 items, it showed that the students agree that is difficult for them to

understand this topic because they need to imagine the process because they

cannot see with their naked eyes the process of Metaphase. Lewis and Wood-

Robinson (2000) study found that widespread confusion, uncertainty and a lack

of basic knowledge among middle school children in the United Kingdom[the

confusion is about what??? Tak clearly stated. Plus must also insert page

number]. This is same goes to the students in this sample even though they

study harder they still cannot understand this topic very well.

Table 4.10 : Distribution of students understanding of abstract concepts

Items Understand abstract Agree Uncertainty Disagree

concepts Freq % Freq % Freq %

Q 3

I feel hard to

understand the phase

that occurred in Meiosis

13/20 65 2/20 10 5/20 25

Q 7

I read a lot about this

topic using textbook and

revision book but still

cannot understand this

topic

14/20 70 1/20 5 5/20 25

Q 11

I cannot imagine the

arrangement of

chromosomes in

Metaphase I and

Metaphase II when

reading this topic

18/20

90

0/20

0

2/20

10

TOTAL

45/60

75

3

5

12/60

20

CHAPTER 5

CONCLUSION AND RECOMMENDATION

5.1 Introduction

Students feedbacks give important information about the understanding of Form Four

students on concept relating to meiosis. Understanding on student achievement in the

process relating to meiosis, students achievement in completing the diagram of water

metaphase and factor leading towards the difficulties of understanding metaphase I and

metaphase II has been displayed in Chapter 4. This chapter summarizes the findings of

the study, conclusion and several recommendations that may be useful as guidance for

future researcher that are interested in investigating this topic.

5.2 Conclusion of Research Findings

This study was conducted to determine the understanding of Form Four students on

concepts relating to metaphase I and metaphase II in meiosis. Students understanding

was divided on several categories based on their score and grade in answering objective

questions about the meiosis processes and completing metaphase diagram. The

categories are:

f) understands meiosis and able to make a distinction between Metaphase I and

Metaphase II;

g) understands meiosis but was not able to distinguish between Metaphase I and

Metaphase II;

h) has basic understanding of meiosis and recognizes that there is a difference

between Metaphase I and Metaphase II;

i) has basic understanding about meiosis but could not distinguish between


j) gives confused or incorrect responses.

Based on the data obtained, the researcher was able to answer all the research questions

stated in Chapter 1. The researcher collected demographic data of the students

including their gender, attending science tuition class and science assessment in PMR.

The collected data were analyzed using Microsoft Office Excel 2003.

Based on Figure 4.3 that is regarding to the objective question, students that achieved

passing marks only 40.0 % or 8 students and students that are failed is 60.0 % or 12

students. This showed that majority of the students do not understand the concept

relating to metaphase I and metaphase II in meiosis. This is because they only see the

process in diagram, textbook and revision book but cannot see with their naked eyes the

process behind of it. They also cannot imagine the arrangement of chromosomes in

every stage of meiosis. This is due to meiosis had two nuclear division compared to

mitosis.

Based on Table 4.4 and Table 4.5, it can be concluded that the students misunderstand

the process in metaphase I and metaphase II. From the 5 questions, none of the student

get correctly 5 items and the highest they can scored correctly is 4 items which is only

by 1 students. This shows that majority of them had limited understanding of the

concept related to meiosis..

In completing the water cycle diagram, based on Figure 4.4, only 1 student obtained the

highest score between 8-9 and others majority obtained score between 6-7 marks.

Students failed to differentiate stage and arrangement of chromosomes between

metaphase I and metaphase II.

Referring to students answer on Likert question, researcher found that three possible

factors leading towards the difficulties of understanding the two concepts. The factors

are students confused with metaphase I and metaphase II stage, difficult to imagine the

process and unable to understand abstract concept that occurred in metaphase. Students

always confused which is the metaphase I or metaphase II.

[tolong baiki sikit part ni; ikut apa yang saya dah buat untuk section yang

terdahulu]

[IMPLICATION TOWARDS TEACHING MANA???]

5.3 Conclusion

This study revealed that students had inadequate understanding of the concepts of

evaporation and condensation that related to water cycle and that they showed they had

limited understanding to a significant extent. The study also identify factors that

contribute to the difficulties in understanding the concept that is confused with the term

that used and difficult to imagine the two process because they cannot see the flow of

natural phenomena of water cycle by naked eyes. This is why most of the students

cannot relate what they learned at school about the water cycle with their daily life.

Demonstrating the metaphase stage in a science class with the use of a computer is not

an effective teaching practice. The more the teacher uses this teaching technique the

lower student achievement scores become. This is because computer is not the right

medium for use in demonstrating science ideas. Students will be passive observer and

cannot manipulate any tool or device that will make learning more active and

discovery-oriented. So, this is why teacher must design interactive method in

instruction to make sure student understand the abstract concepts.

Without strong understanding of Metaphase process, most probably students will face

with a problem when they taken their Sijil Pelajaran Malaysia (SPM) next year. They

was introduced to this topic in this year. So, its hard for them to understand the topic

because they lack of basic knowledge. From this study, it shows that it is compulsory

for the student to learn and understands this topic strongly. For most students, the

concepts of chromosomes in metaphase that move a very organized way can be abstract

and confusing. Efficient teachers should be knowledgeable about their students'

understanding of the science concepts or topics that students find difficult to learn, in

order to help them develop specific scientific knowledge.

For some topics in science, learning is difficult because the concepts are very abstract

and/ or they lack any connection to the student's common experiences. Students' failure

to grasp the concept of cell division "meiosis" will lead to their inability to understand

the basics of independent assortment and in solving problems in Mendelian genetics

when they further their studies. It is suggested that teachers should elicit any

misconception with which students might subsequently be confronted in order to clarify

their thinking and promote more effective learning.

5.4 Recommendation For Future Research

Several recommendations have been identified to improve any research on this topic in

future:

1. A bigger sample size is proposed so that a better picture can be gained of

students actual situation all over the country.

2. Future research must to be conducted in different catchments areas such as rural

and urban area so that their performance can be compare.

3. This study only covering the process of Metaphase in meiosis. Future studies

must focus all the process in meiosis and mitosis.

4. This study only determines students understanding based on achievement and

possible factors that leading towards the difficulties of understanding meiosis.

Future studies must focus on identifying the way to increase students

understanding in meiosis.

5. Future researcher can use different method of data collection such as by doing

the experiments to obtain more specific results.

6. Compared the two groups of subjects that are Form Four and Form Five because

in Form Five they will be seating for Sijil Pelajaran Malaysia. (SPM)

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