European Journal of Health and Biology Education

Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms
Emmanuel Bizimana 1 * , Aimable Sibomana 2 3
More Detail
1 Protestant Institute of Arts and Social Sciences (PIASS), Huye, RWANDA
2 African Institute for Mathematics and Science (AIMS), Kigali, RWANDA
3 Inspire, Educate and Empower Rwanda (IEE), Kigali, RWANDA
* Corresponding Author
Research Article

European Journal of Health and Biology Education, 2024 - Volume 11 Issue 1, pp. 29-41

Published Online: 09 Jul 2024

Views: 693 | Downloads: 539

How to cite this article
APA 6th edition
In-text citation: (Bizimana & Sibomana, 2024)
Reference: Bizimana, E., & Sibomana, A. (2024). Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms. European Journal of Health and Biology Education, 11(1), 29-41.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bizimana E, Sibomana A. Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms. European Journal of Health and Biology Education. 2024;11(1):29-41.
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Bizimana E, Sibomana A. Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms. European Journal of Health and Biology Education. 2024;11(1), 29-41.
Chicago
In-text citation: (Bizimana and Sibomana, 2024)
Reference: Bizimana, Emmanuel, and Aimable Sibomana. "Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms". European Journal of Health and Biology Education 2024 11 no. 1 (2024): 29-41.
Harvard
In-text citation: (Bizimana and Sibomana, 2024)
Reference: Bizimana, E., and Sibomana, A. (2024). Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms. European Journal of Health and Biology Education, 11(1), pp. 29-41.
MLA
In-text citation: (Bizimana and Sibomana, 2024)
Reference: Bizimana, Emmanuel et al. "Students’ perceptions of learning environment and attitudinal changes in concept mapping-based biology classrooms". European Journal of Health and Biology Education, vol. 11, no. 1, 2024, pp. 29-41.
ABSTRACT
Students’ favorable perception of the classroom learning environment (CLE) coupled with a positive attitude towards biology are important and significant predictors of their learning outcomes in the subject. However, the attitudes of students towards biology have been worldwide reported to be subpar, a tendency that has been caused by ineffective instructional strategies adopted by teachers. The purpose of this research was to determine if biology students who received instruction through concept mapping (CM) held more positive views of CLE and had better attitudes toward biology compared to students who were taught using conventional teaching methods (CTM). To achieve this, a sample of 305 senior two secondary students (152 males and 153 females) purposively selected from six coeducational secondary schools in nine intact biology classes from Nyamagabe District, Rwanda was used. Biology attitude questionnaire (BAQ) and what is happening in this class? (WIHIC) were used in the study to gather data. Data were analyzed through descriptive statistics, a multivariate analysis of variance, Pearson correlation, and multiple regression analyses. The results indicated that for every WIHIC and BAQ scale, there were statistically significant (p<0.05) difference in the scores of students in CM and CTM classes. Based on the results provided, it’s evident that all WIHIC measures did not display any significant disparity in students’ perceptions of CLE, while BAQ scales showed a difference favoring female students in CM classes in terms of interest and enjoyment. Students’ attitudes toward biology and CLE were found to be positively correlated. Teacher support and cooperation scales were statistically significant independent predictors of students’ attitudes toward biology. Based on the results, it was determined that using CM rather than CTM when teaching and studying biology improves students’ attitudes toward biology and their perceptions of CLE. Therefore, the study recommends among other things, the teachers’ adoption of CM in biology teaching and learning process.
KEYWORDS
REFERENCES
  • Abdulkarim, R., & Raburu, P. (2013). Determining the attitude of undergraduate students towards physics through concept mapping. Mediterranean Journal of Social Sciences, 4(3), 331-337. https://doi.org/10.5901/mjss.2013.v4n3p331
  • Afari, E., Aldridge, J. M., Fraser, J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131-150. https://doi.org/10.1007/s10984-012-9122-6
  • Ahmed, M. A., & Lawal, K. B. (2020). Effects of learning together on senior school students’ achievement in photosynthesis and students’ gender in Offa, Nigeria. Journal of Arts and Social Sciences, 7(1), 1-10. https://doi.org/10.46662/jass-vol7-iss1-2020(1-10)
  • Ajayi, O. V., & Angura, T. M. (2017). Improving senior secondary students’ retention in electrolysis using collaborative concept mapping instructional strategy (CCMIS). Greener Journal of Educational Research, 7(6), 087-092. https://doi.org/10.15580/gjer.2017.6.092417140
  • Aldridge, J. M., Afari, E., & Fraser, B. J. (2013). Influence of teacher support and personal relevance on academic self-efficacy and enjoyment of mathematics lessons: A structural equation modeling approach. Alberta Journal of Educational Research, 58(4), 614-633. https://doi.org/10.1037/t38960-000
  • Aldridge, J. M., Fraser, B. J., & Huang, T. C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. Journal of Educational Research, 93(1), 48-62. https://doi.org/10.1080/00220679909597628
  • Almasri, F., Hewapathirana, G., Ghaddar, F., Lee, N, & Ibrahim, B. (2021). Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment. PLoS ONE, 16(5), Article e0251453. https://doi.org/10.1371/journal.pone.0251453
  • Alqasa, K. M. A., & Afaneh, J. A. A. (2022). Active learning techniques and student satisfaction: Role of classroom environment. Eurasian Journal of Educational Research, 2022(98), 85-100.
  • Aluri, V. L. N., & Fraser, B. J. (2019). Students’ perceptions of mathematics classroom learning environments: Measurement and associations with achievement. Learning Environments Research, 22(3), 409-426. https://doi.org/10.1007/s10984-019-09282-1
  • Alzubaidi, E., Aldridge, J.M. & Khine, M. S. (2016). Learning English as a second language at the university level in Jordan: Motivation, self-regulation, and learning environment perceptions. Learning Environments Research, 19(1), 133-152. https://doi.org/10.1007/s10984-014-9169-7
  • Amponsah, K. D., Aboagye, G. K., Kumassah, E. K., & Mensah, A. (2018). Physical science students’ perceptions of their chemistry classroom environment and the students’ resultant attitudes towards chemistry. Journal of Studies in Education, 8(3), Article 17. https://doi.org/10.5296/jse.v8i3.13289
  • Awofala, A. O. (2016). Effect of concept mapping strategy on students’achievement in junior secondary school. International Journal of Mathematics Trends and Technology, 2(3), 11-16.
  • Bekkering, E., & Ward, T. (2021). Class participation and student performance: A follow-up study. Information Systems Education Journal, 19(4), 77-91.
  • Betti, A., Biderbost, P., & Domonte, A. G. (2022). Can active learning techniques simultaneously develop students’ hard and soft skills? Evidence from an international relations class. PLoS ONE, 17(4), Article e0265408. https://doi.org/10.1371/journal.pone.0265408
  • Bichi, A. A., Ibrahim, F. B., & Ibrahim, R. H. (2019). Assessment of students performances in biology: Implication for measurements and evaluation of learning. Journal of Education and Learning, 13(3), 301-308. https://doi.org/10.11591/edulearn.v13i3.12200
  • Bii, K. J., & Chris, M. W. (2019). Effect of collaborative concept mapping teaching strategy on students’ achievement and attitudes towards mathematics in selected secondary schools in Kenya. European Journal of Education Studies, 6(5), 135-162. https://doi.org/10.5281/zenodo.3370017
  • Bizimana, E., Mutangana, D., & Mwesigye, A. (2022a). Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies: Implication on gender. International Journal on Math, Science and Technology Education, 10(1), 242-266. https://doi.org/10.31129/LUMAT.10.1.1728
  • Bizimana, E., Mutangana, D., & Mwesigye, A. (2022b). Performance analysis of biology education under the implementation of lower secondary school biology-competence-based curriculum: Policy implications. Interdisciplinary Journal of Environmental and Science Education, 18(1), Article e2259. https://doi.org/10.21601/ijese/11331
  • Bizimana, E., Mutangana, D., & Mwesigye, A. (2022c). Students’ perceptions of the classroom learning environment and engagement in cooperative mastery learning-based biology classroom instruction. Education Research International, 2022(2), 1-14. https://doi.org/10.1155/2022/5793394
  • Cai, J., Wen, Q., Lombaerts, K., Jaime, I., & Cai, L. (2021). Assessing students’ perceptions about classroom learning environments: The new what is happening in this class. Learning Environments Research, 25, 601-618. https://doi.org/10.1007/s10984-021-09383-w
  • Chipangura, A., & Aldridge, J. (2017). Impact of multimedia on students’ perceptions of the learning environment in mathematics classrooms. Learning Environments Research, 20(1), 121-138. https://doi.org/10.1007/s10984-016-9224-7
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539
  • Cohn, S. T., & Fraser, B. J. (2016). Effectiveness of student response systems in terms of learning environment, attitudes, and achievement. Learning Environments Research, 19(2), 153-167. https://doi.org/10.1007/s10984-015-9195-0
  • Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
  • Deieso, D., & Fraser, B. J. (2019). Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics. Learning Environments Research, 22(1), 133-152. https://doi.org/10.1007/s10984-018-9261-5
  • Elliott, S., Combs, S., Huelskamp, A., & Hritz, N. (2017). Engaging students in large health classes with active learning strategies. Journal of Physical Education, Recreation & Dance, 88(6), 38-43. https://doi.org/10.1080/07303084.2017.1330163
  • Fatoke, A.O; & Olaoluwa, O. (2014). Enhancing students’ attitude towards science through problem-solving instructional strategy. Journal of Research & Method in Education, 4(5), 50-53. https://doi.org/10.9790/7388-04525053
  • Ferdinand, F. V., & Lukas, S. (2020). The relationship between the classroom environment and teacher-student interpersonal behavior on the learning achievement of mathematics department students. JOHME: Journal of Holistic Mathematics Education, 3(2), Article 127. https://doi.org/10.19166/johme.v3i2.2388
  • Filgona, J., Filgona, J., Sababa, L. K., & Ndatuwong, L. G. (2016). Effects of concept mapping and brainstorming instructional strategies on junior secondary school students’ achievement in social studies in Mubi Educational Zone, Nigeria. British Journal of Education, Society & Behavioural Science, 18(2), 1-18. https://doi.org/10.9734/BJESBS/2016/29057
  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context, and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), The second international handbook of science education (pp. 1191-1239). Springer. https://doi.org/10.1007/978-1-4020-9041-7_79
  • Fraser, B. J. (2019). Milestones in the evolution of the learning environments field over the past three decades. In D. B. Zandvliet, & B. J. Fraser (Eds.), Milestones in the evolution of the learning environments field over the past three decades (pp. 1-19). Brill Sense. https://doi.org/10.1163/9789004387720_001
  • Fraser, B. J., & Raaflaub, C. (2013). Subject and sex differences in the learning environment - perceptions and attitudes of Canadian mathematics and science students using laptop computers. Curriculum and Teaching, 28(1), 57-78. https://doi.org/10.7459/ct/28.1.05
  • Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35-52. https://doi.org/10.12973/ijese.2016.288a
  • Hafızoglu, A., & Yerdelen, S. (2019). The role of student’s motivation in the relationship between perceived learning environment and achievement in science: A mediation analysis. Science Education International, 30(4), 251-260. https://doi.org/10.33828/sei.v30.i4.2
  • Inel, D., & Balim, A. G. (2010). The effects of using problem-based learning in science and technology teaching upon students’ academic achievement and levels of structuring concepts. Asia-Pacific Forum on Science Learning and Teaching, 11(2), Article 1.
  • Jain, V. (2014). 3D model of attitude. International Journal of Advanced Research in Management and Social Sciences, 3(3), 1-12.
  • Jeong, J. S., González-Gómez, D., Cañada-Cañada, F., Gallego-Picó, A., & Bravo, J. C. (2019). Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs, and learning outcomes in a science distance learning course. Journal of Technology and Science Education, 9(2), 217-227. https://doi.org/10.3926/jotse.530
  • Joda, F. M. (2019). Effects of instructional scaffolding strategy on senior secondary biology students’ academic achievement and retention in Taraba State, Nigeria. Education Quarterly Reviews, 2(2), 269-275. https://doi.org/10.31014/aior.1993.02.02.59
  • Karpudewan, M., & Meng, C. K. (2017). The effects of the classroom learning environment and laboratory learning environment on the attitude towards learning science in 21st-century science lessons. Malaysian Journal of Learning and Instruction, 272(Special Issue), 25-45. https://doi.org/10.32890/mjli.2017.7795
  • Khine, M. S., Fraser, B. J., & Afari, E. (2020). Structural relationships between learning environments and students’ non-cognitive outcomes: Secondary analysis of PISA data. Learning Environments Research, 23(1), 395-412. https://doi.org/10.1007/s10984-020-09313-2
  • Kioupi, V., Vakhitova, T. V., & Whalen, K. A. (2022). Active learning as enabler of sustainability learning outcomes: Capturing the perceptions of learners during a materials education workshop. MRS Energy and Sustainability, 9(1), 64-78. https://doi.org/10.1557/s43581-021-00019-3
  • Klein, C., Lester, J., Rangwala, H., & Johri, A. (2019). Learning analytics tools in higher education: Adoption at the intersection of institutional commitment and individual action. Review of Higher Education, 42(2), 565-593. https://doi.org/10.1353/rhe.2019.0007
  • Landau, S., & Everitt, B. S. (2017). A handbook of statistical analysis using SPSS. Chapman & Hall/CRC.
  • Langley, J., Wolstenholme, D., & Cooke, J. (2018). Collective making’ as knowledge mobilization: The contribution of participatory design in the co-creation of knowledge in healthcare. BMC Health Services Research, 18, Article 585. https://doi.org/10.1186/s12913-018-3397-y
  • Leksuwankun, S., Bunnag, S., Namasondhi, A., Pongpitakmetha, T., Ketchart, W., Wangsaturaka, D., & Itthipanichpong, C. (2022). Students’ attitude toward active learning in health science education: The good, the challenges, and the educational field differences. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.748939
  • Luketic, C. D., & Dolan, E. L. (2013). Factors influencing student perceptions of high-school science laboratory environments. Learning Environments Research, 16(1), 37-47. https://doi.org/10.1007/s10984-012-9107-5
  • Malik, R., & Rizvi, A. (2018). Effect of classroom learning environment on students’ academic achievement in mathematics at secondary level. Bulletin of Education and Research, 40(2), 207-218.
  • Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2023). Enhancing students’ achievement in biology using inquiry-based learning in Rwanda. International Journal of Evaluation and Research in Education, 12(2), 809-817. https://doi.org/10.11591/ijere.v12i2.23375
  • Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2018). Investigating students’ attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997
  • Ministry of Education. (2012). 2013 Education statistics. https://www.mineduc.gov.rw/index.php?eID=dumpFile&t=f&f=57546&token=da3c87074eca4dc22ddbaa730ddd43de4937394d
  • Mokiwa, H. O., & Agbenyeku, E. U. (2019). Impact of activity-based teaching strategy on gifted students: A case of selected junior secondary schools in Nigeria. Journal for the Education of Gifted Young Scientists, 7(3), 421-434. https://doi.org/10.17478/jegys.529919
  • Ndihokubwayo, K., Uwamahoro, J., & Ndayambaje, I. (2020). Implementation of the competence-based learning in Rwandan physics classrooms: First assessment based on the reformed teaching observation protocol. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), Article em1880. https://doi.org/10.29333/ejmste/8395
  • Ng, W. S., Xie, H., Wang, F. L., & Li, T. (2020). Peer assessment of peer assessment plan: A deep learning approach of teacher assessment literacy. International Journal of Innovation and Learning, 27(4), 450-466. https://doi.org/10.1504/ijil.2020.107617
  • Nnenna, G. E., & Adukwu, B. C. (2018). Influence of gender and school location on senior secondary school student’s achievement in biology in Agbani Education Zone of Enugu State. Journal of Education and Practice, 9(21), 45-51.
  • Nnorom, N. R., & Uchegbu, J. C. (2017). Effect of mastery learning approach on senior secondary school students achievement in biology in Imo Nnorom. African Journal of Education, Science and Technology, 3(3), 100-104. https://doi.org/10.1017/CBO9781107415324.004
  • Novak, J. D. (2011). Learning, creating, and using knowledge: Concept maps as a facilitative tool in schools and corporations. Journal of E-Learning and Knowledge Society, 6(3), 21-30. https://doi.org/10.1017/CBO9781139173469
  • Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
  • Ntawiha, P. (2016). Educational inputs and their implications for output in public secondary schools in Nyarugenge and Nyamasheke districts, Rwanda [Doctoral thesis, Kenyatta University].
  • Odutuyi, M. O. (2015). Influence of laboratory learning environment on students’ academic performance in secondary school chemistry. US-China Education Review A, 5(12). https://doi.org/10.17265/2161-623x/2015.12.005
  • Oghenevwede, O. E. (2019). Enhancing biology students’ academic achievement and attitude through self-regulated learning strategy in senior secondary schools in Delta Central Senatorial District. Journal of Educational and Social Research, 9(4), 149-156. https://doi.org/10.36941/jesr-2019-0017
  • Ogunleye, B. O., & Babajide, V. (2020). Commitment to science and gender as determinants of students achievement and practical skills in physics. Journal of the Science Teachers Association of Nigeria, 46(1), 125-135.
  • Oluwatoyin, A. B., & Gabriel, M. T. (2018). Two innovative teaching strategies and academic performance of senior secondary school students in biology: Ekiti State experience. American Journal of Educational Science, 4(4), 127-135.
  • Omeiza, I. I. (2019). Effect of concept mapping strategy on the attitude of senior secondary school students of varied ability levels in algebra in Kogi State, Nigeria. Journal of Science, Technology & Education, 7(1), 77-87. https://doi.org/10.1017/CBO9781107415324.004
  • Oser, R., & Fraser, B. J. (2015). Effectiveness of virtual laboratories in terms of learning environment, attitudes and achievement among high-school genetics students. Curriculum and Teaching, 30(2), 65-80. https://doi.org/10.7459/ct/30.2.05
  • Otor E.E., Achor, E. . (2013). Effect of concept mapping strategy on students’ attitude in difficult chemistry concepts. European Journal of Educational Sciences, 1(3), 116-124.
  • Otukile-Mongwaketse, M. (2018). Teacher centered dominated approaches: Their implications for today’s inclusive classrooms. International Journal of Psychology and Counselling, 10(2), 11-21. https://doi.org/10.5897/ijpc2016.0393
  • Ozoji, B. E. (2020). Effects of concept mapping technique on Nigerian junior secondary school students’ cognitive development and achievement in basic science and technology (integrated science). In T. W. Teo, A. L. Tan, & Y. S. Ong (Eds.), Science education in the 21st century (pp. 95-111). Springer. https://doi.org/10.1007/978-981-15-5155-0_7
  • Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. Routledge. https://doi.org/10.4324/9781003117407
  • Peer, J., & Fraser, B. J. (2015). Sex, grade-level and stream differences in the learning environment and attitudes to science in Singapore primary schools. Learning Environments Research, 18(1), 143-161. https://doi.org/10.1007/s10984-013-9142-x
  • Plasman, J. S. (2018). Career/education plans and student engagement in secondary school. American Journal of Education, 124(2), 217-246. https://doi.org/10.1086/695608
  • Rogers, J. R., & Fraser, B. J. (2022). Sex and frequency of practical work as determinants of middle-school science students’ learning environment perceptions and attitudes. Learning Environments Research, 26(2023), 315-336. https://doi.org/10.1007/s10984-022-09426-w
  • Rwanda Education Board. (2018). Primary and secondary results. https://www.mineduc.gov.rw/news-detail/mineduc-releases-p6-and-s3-examinations-results-for-the-school-year-2018
  • Sakiyo, J., & Waziri, K. (2016). Concept mapping strategy: An effective tool for improving students’ academic achievement in biology. Journal of Education in Science, Environment, and Health, 1(1), 56-62. https://doi.org/10.21891/jeseh.06591
  • Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teachers’ professional development. English Language Teaching, 3(4), 237-248. https://doi.org/10.5539/elt.v3n4p237
  • Srivani, V., Hariharasudan, A., Nawaz, N., & Ratajczak, S. (2022). Impact of Education 4.0 among engineering students for learning English language. PLoS ONE, 17(2), Article e0261717. https://doi.org/10.1371/journal.pone.0261717
  • Stevens, J. P. (2002). Applied multivariate statics for the social sciences. Lawrence Erlbaum Associates.
  • Stevenson, K. T., Szczytko, R. E., Carrier, S. J., & Peterson, M. N. (2021). How outdoor science education can help girls stay engaged with science. International Journal of Science Education, 43(7), 1090-1111. https://doi.org/10.1080/09500693.2021.1900948
  • Su Ling, L., Vincent, P., & Lajium, D. (2020). Evaluation of students’ perception of biology classroom learning environment. International Journal of Education, Psychology and Counseling, 5(36), 94-113. https://doi.org/10.35631/ijepc.536007
  • Subiyakto, B., Widyanti, R., & Basuki, S. (2020). Revitalizing public university innovativeness through learning organization. Polish Journal of Management Studies, 21(1), 369-381. https://doi.org/10.17512/pjms.2020.21.1.27
  • Sushma, S. M. (2020). Scientific attitude and academic achievement: A study of secondary school students. International Journal of Psychosocial Rehabilitation, 20(4), 840-847. https://doi.org/10.37200/IJPR/V24I4/PR201057
  • Taylor, B. A., & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297-313. https://doi.org/10.1007/s10984-013-9134-x
  • Thompson, B. (1998). Asking “what if” questions about significance tests. Measurement and Evaluation in Counseling and Development, 22(2), 66-68. https://doi.org/10.1080/07481756.1989.12022912
  • Tural, G. (2015). Active learning environment with lenses in geometric optics. Asia-Pacific Forum on Science Learning and Teaching, 16(1), Article 15.
  • Uchegbue, H. O., & Amalu, M. N. (2020). An assessment of sex, school type, and retention ability in basic technology achievement among senior secondary school students. Global Journal of Educational Research, 19(1). https://doi.org/10.4314/gjedr.v19i1.2
  • Udo, N. N., & Ubana, A. U. (2016). Impact of prior knowledge of behavioural objectives on students’ academic achievement in physics. An International Journal of Science and Technology, 5(1), 95-104. https://doi.org/10.4314/stech.v5i1.9
  • van Riesen, S. A. N., Gijlers, H., Anjewierden, A. A., & de Jong, T. (2019). The influence of prior knowledge on the effectiveness of guided experiment design. Interactive Learning Environments, 30(1), 17-33. https://doi.org/10.1080/10494820.2019.1631193
  • Vlckova, J., Kubiatko, M., & Usak, M. (2019). The perception of biology by Czech lower secondary school students. EURASIA Journal of Mathematics, Science and Technology Education, 15(5), Article em1714. https://doi.org/10.29333/ejmste/105277
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Woldeamanuel, Y. W., Abate, N. T., & Berhane, D. E. (2020). Effectiveness of concept mapping-based teaching methods on grade eight students’ conceptual understanding of photosynthesis at Ewket Fana Primary School, BahirDar, Ethiopia. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), Article em1918. https://doi.org/10.29333/ejmste/9276
  • Yagci, E., & Guneyli, A. (2018). An analysis of the professional competencies of Turkish language and literature teachers on the basis of the ability of using and managing technology. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3389-3404. https://doi.org/10.29333/ejmste/91834
  • Yang, X. (2015). Rural junior secondary school students’ perceptions of classroom learning environments and their attitude and achievement in mathematics in West China. Learning Environment Research, 18(2015), 249-266. https://doi.org/10.1007/s10984-015-9184-3
  • Zeidan, A. (2010). The relationship between grade 11 Palestinian attitudes toward biology and their perceptions of the biology learning environment. International Journal of Science and Mathematics Education, 8(5), 783-800. https://doi.org/10.1007/s10763-009-9185-8
  • Zeidan, A. H., & Jayosi, M. R. (2014). Science process skills and attitudes toward science among Palestinian secondary school students. World Journal of Education, 5(1), 13-24. https://doi.org/10.5430/wje.v5n1p13
LICENSE
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.