EPISTEMOLOGICAL AND CULTURAL BELIEFS AMONG PRESERVICE BIOLOGY TEACHERS
EPISTEMOLOGICAL AND CULTURAL BELIEFS AMONG PRESERVICE BIOLOGY TEACHERS

Summary/Abstract: This study examined the levels of epistemological and cultural beliefs and its influence on their academic performance among respondents in the study area. These were with a view to ascertain the relative and joint effects of these beliefs on the academic performance of preservice teachers in Biology. The study adopted descriptive correlational research design as the population comprised all preservice teachers enrolled in the Department of Science Education, Faculty of Education at Obafemi Awolowo University (OAU), Ile-Ife, Nigeria, during the 2023/2024 academic session. One hundred (100) preservice teachers were selected through random sampling from the Biology education unit. Data were collected through a structured questionnaire, Questionnaire on Epistemological and Cultural Beliefs among Preservice Teachers in Biology (QECAP). QECAP was divided into sections that measured demographic information, epistemological beliefs, cultural beliefs, and academic performance. The reliability of the instrument was confirmed with a Cronbach's alpha coefficient of 0.79. Descriptive statistics, One-Way ANOVA, and multiple regression analysis were used to analyse the data. The findings revealed that the majority of the respondents held moderate epistemological beliefs (51.0%) and moderate cultural beliefs (48.0%), reflecting a balanced perspective in both areas. A significant positive influence of epistemological beliefs on academic performance was identified, with higher epistemological beliefs associated with better academic performance (F = 6.20, p = 0.003). Additionally, the combined effect of epistemological and cultural beliefs significantly predicted academic performance, explaining 49% to 52% of the variance (Adj. R² = 0.49, R² = 0.52, F = 12.30, p < 0.05), with the interaction between beliefs showing a significant effect (B = 0.25, p = 0.015). The study concludes that epistemological and cultural beliefs are crucial determinants of academic success among preservice Biology teachers at OAU as fostering sophisticated epistemological beliefs and integrating cultural contexts in educational practices can enhance academic performance.

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