Third-Year Secondary Students’ Understanding of Viral Diseases in Biology: A Field Study at Omar Al-Mukhtar Secondary School, Zolten

Abstract

This study aimed to assess third-year secondary school students’ understanding of viral disease concepts included in the biology curriculum at Omar Al-Mukhtar School in Zolten, and to examine differences in understanding according to gender and parents’ educational level. A descriptive-analytical survey design was employed. Data were collected using a questionnaire consisting of 18 items, including 12 items measuring conceptual understanding across three sections, administered to a random sample of 49 students.

The instrument’s validity was established through face validity and internal consistency using Pearson’s correlation coefficient, while reliability reached an acceptable level for exploratory educational studies (Cronbach’s alpha = 0.60). The results revealed a relatively high overall level of students’ understanding (M = 2.59 on a three-point Likert scale), particularly regarding basic concepts such as COVID-19, influenza, and the importance of vaccination. In contrast, more specialized concepts showed a moderate level of understanding, indicating variation in conceptual depth. Statistical analysis showed significant differences in understanding in favor of male students, whereas no significant differences were attributed to parents’ educational level. The study highlights the importance of classroom factors and teaching strategies in shaping students’ conceptual understanding and recommends adopting instructional approaches that address misconceptions and enhance applied learning to promote scientific literacy and health awareness among secondary school students.