Correlation between Mathematical Literacy and Students’ Understanding of Population Growth and Genetics Concepts among Secondary School Biology students in Delta State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026308Abstract
This study explored the relationship between mathematical literacy and students’ understanding of population growth and genetics in biology. A correlational research design was adopted, involving 240 Senior Secondary II students selected using stratified random sampling. Data were collected using a Mathematical Literacy Test (MLT) and a Biology Quantitative Concepts Achievement Test (BQC-AT). Pearson Product-Moment Correlation and simple linear regression were used to analyze the data at a 0.05 significance level. Findings revealed a significant positive relationship between mathematical literacy and students’ understanding of population growth (r = 0.62, p < .001) and genetics (r = 0.58, p < .001). Regression analyses showed that mathematical literacy significantly predicted achievement in population growth (R² = 0.384) and genetics (R² = 0.336), indicating that students with higher mathematical literacy performed better in quantitative Biology tasks. The study concludes that mathematical literacy is a key determinant of conceptual understanding in biology. Based on the findings, it is recommended that biology and mathematics curricula be integrated to emphasize quantitative reasoning and that teachers receive professional development on incorporating mathematical concepts into biology instruction. Strengthening students' mathematical literacy will enhance their ability to interpret biological data, solve quantitative problems, and improve overall performance in biology.
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