Students’ Perceptions of Difficulties in Learning Mendel’s Laws in Biology in the Second Year of Unified General Baccalaureate

Abstract

Learning Mendelian genetics requires the articulation of prior knowledge, abstract concepts, and problem-solving procedures. This study aimed to analyze students’ perceptions of difficulties in learning Mendel’s laws among second-year Unified General Baccalaureate students at Unidad Educativa “Eloy Alfaro”. A quantitative, descriptive, cross-sectional approach was used with a census design involving 30 students (18 female and 12 male). Data were collected through a structured 10-item survey using a five-point Likert scale and were organized using frequencies and percentages. Results showed that 53.33% reported prior knowledge of genetics and biological inheritance, whereas 63.34% indicated that they had not previously heard about Mendel’s laws. In addition, 73.33% stated that they needed more support to understand Biology topics; 73.34% positively valued videos, games, or experiments, 66.67% reported that group activities facilitated understanding, and 76.67% felt motivated to learn genetics. The findings indicate a favorable disposition toward learning together with gaps in specific prior knowledge and a clear demand for active pedagogical support. Constructivist, contextualized, and student-centered strategies are therefore pertinent.