EPISTEMOLOGICAL AND CULTURAL BELIEFS AMONG PRESERVICE BIOLOGY TEACHERS

<doi>10.24250/jpe/2/2025/AK/</doi>

Abstract

This study examined the levels of epistemological and
cultural beliefs and its influence 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.