PREVAILING INFLUENCE OF SUPERSTITIOUS BELIEFS ON SECONDARY SCHOOL STUDENTS' LEARNING OF BIOLOGY IN OTUOCHA EDUCATION ZONE, ANAMBRA STATE

Abstract

This study investigated the prevailing influence of superstitious beliefs on secondary school students’ learning of Biology in Otuocha Education Zone, Anambra State. Guided by three research questions, the study adopted a descriptive survey research design. A sample of 120 Senior Secondary Two (SS2) students was drawn from a population of 520 SS2 students in the zone during the 2024/2025 academic session using a simple random sampling technique. Data were collected using a questionnaire developed by the researcher based on relevant literature. The instrument was validated by three experts, and its reliability was established using Cronbach’s Alpha, yielding a reliability coefficient of 0.85. Data were analyzed using frequency counts, percentages, and mean scores to answer the research questions. The findings revealed that superstitious beliefs are widespread among secondary school students in Biology and have a negative influence on their academic performance. Based on the findings, it was recommended, among others, that educational stakeholders should enhance teacher training programmes and explicitly address superstitious beliefs in schools. This will help foster an environment that promotes rational inquiry and evidence-based learning, thereby reducing misconceptions in science education.