Abstract:
Knowledge of organisms’ classification is useful because it helps to know economically
important and harmful species. It also provides insight into protection of species and
environment. Among the tools used in classification include the dichotomous keys because
it enables accurate identification and categorization of organisms by following pair of
character step by step until the character that best describes the specimen is reached. This
study aims to identify the challenges faced by biology teachers and students when using
dichotomous keys for classification of living things, and propose solutions for improvement.
It was guided by three research objectives: (i) To analyse the challenges faced by teachers in
teaching classification of living things using dichotomous keys; (ii)To analyse the challenges
faced by students in learning classification of living things using dichotomous keys, (iii) To
propose the solutions to address challenges faced by teachers and students. A purposive
sampling method was used to select five schools having biology subject in S1 and S4 classes
in Kigali City. The study involved a sample of 500 students and 10 teachers. Data were
collected in two phases, pre- and post-intervention, using students’ test, observation
checklist, lesson evaluation, and interview. SPSS version 25, Taguette software and excel
were used in data analysis. Findings showed the teachers challenges such as use of traditional
teaching methods, scarcity of teaching aids specifically animals’ origin, complexity of the
topic, and absence of field trips. Moreover, there are limited time for practical activities and
few formative assessments which limit students’ participation. On the side of students there
are difficult terminologies, difficulties to discern classification features, gap in specimens’
nomenclature, failure to follow all steps, leading to inaccurate identification. In students
’test, 29 errors of identification against 39 in S1, and 135 against 85 in S4 were identified in
pre and post-teachers training respectively, however the students who passed with 50% or
above increased from 86.6 % to 92.3% in S1and 79.3% to 84.8% in S4 after teachers’
trainings. Among the solution to the challenges, the teachers proposed use of internet video
and images, outdoor learning, collection of plants and animals’ specimens, use of animal’s
charts, group activities, and improvement in evaluation by giving more formative
assessments. Therefore, basing on research findings, specifically teachers’ trainings that
boosted students ’performance, it was advised to emphasize on teachers’ capacity building through continuous professional development, focusing on use of interactive multimedia, local teaching aids and instruction strategies. More studies should be conducted to improve the teaching and learning classification of living things with dichotomous keys.
