Analysis of Factors Causing Learning Difficulties in High School Students on the Excretion System Material
Abstract
Background: Learning difficulties related to the human excretory system remain a persistent challenge in high school biology education, particularly concerning abstract subtopics such as urine formation, nephron structures, and physiological mechanisms including filtration, reabsorption, and secretion. This study aims to identify internal and external factors that hinder student understanding of these concepts. Methods: A descriptive approach was employed, involving the distribution of structured questionnaires to 73 high school students. The instruments were designed to assess both cognitive and instructional aspects influencing learning barriers. Data analysis focused on patterns of student responses concerning content difficulty, teaching methods, and availability of learning resources. Results: The study revealed that 85.7% of students encountered substantial difficulty in understanding urine formation within the nephron. Additionally, 77.1% reported that monotonous, teacher-centered instruction contributed to their challenges, while 65.7% cited a lack of practical laboratory experiences. Cognitive issues such as low abstract reasoning ability, poor visualization skills, limited memory retention, and low motivation were identified as core barriers. Instructional deficiencies, including minimal use of multimedia and interactive strategies, further exacerbated learning difficulties. Conclusions: The results highlight the importance of integrating visual aids, interactive media, and experiential learning in biology instruction to improve conceptual understanding. Addressing both cognitive and instructional barriers is essential for enhancing learning outcomes in complex biological systems.
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References
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Andersen, S., Leon, G., Patel, D., Lee, C., & Simanton, E. (2022). The Impact of COVID-19 on Academic Performance and Personal Experience Among First-Year Medical Students. Medical Science Educator, 32(2), 389–397. https://doi.org/10.1007/s40670-022-01537-6
Annuš, N., & Kmeť, T. (2024). Learn With M.E.—Let Us Boost Personalized Learning in K-12 Math Education! Education Sciences, 14(7), 773. https://doi.org/10.3390/educsci14070773
Baboolal, S. O., & Singaram, V. S. (2023). Specialist Training: Workplace-Based Assessments Impact on Teaching, Learning and Feedback to Support Competency-Based Postgraduate Programs. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04922-w
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387–412. https://doi.org/10.1080/09243453.2020.1858119
Bishara, S. (2021). Psychological Availability, Mindfulness, and Cognitive Load in College Students With and Without Learning Disabilities. Cogent Education, 8(1). https://doi.org/10.1080/2331186x.2021.1929038
Bradaric, B. D., & Tresselt, D. B. (2022). Factors Influencing Undergraduate Education in an Expanding Virtual World During COVID-19. Education and Information Technologies, 27(9), 11991–12002. https://doi.org/10.1007/s10639-022-11104-6
Branchaw, J. L., Pape-Lindstrom, P. A., Tanner, K. D., Bissonnette, S. A., Cary, T. L., Couch, B. A., Crowe, A. J., Knight, J. K., Semsar, K., Smith, J. I., Smith, M. K., Summers, M. M., Wienhold, C. J., Wright, C. D., & Brownell, S. E. (2020). Resources for teaching and assessing the vision and change biology core concepts. CBE Life Sciences Education, 19(2). https://doi.org/10.1187/cbe.19-11-0243
Chan, K. (2021). Views on Learning Difficulties in Basic Sciences by Mainland Chinese Students. Journal of International Students, 11(3), 749–756. https://doi.org/10.32674/jis.v11i3.2274
Christodoulidou, P., & Sidiropoulou, C. (2024). Teachers’ Experiences of Online/Distance Teaching and Learning During the COVID-19 Pandemic in Mainstream Classrooms With Vulnerable Students in Cyprus. Education Sciences, 14(2), 189. https://doi.org/10.3390/educsci14020189
Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., & Sundararajan, B. (2022). How Student Perceptions About Online Learning Difficulty Influenced Their Satisfaction During Canada’s Covid‐19 Response. British Journal of Educational Technology, 53(3), 534–557. https://doi.org/10.1111/bjet.13206
Ellianawati, E., Subali, B., Khotimah, S. N., Cholila, M., & Darmahastuti, H. (2021). Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic. Jurnal Pendidikan Ipa Indonesia, 10(3), 368–377. https://doi.org/10.15294/jpii.v10i3.30037
Engida, M. A., Iyasu, A. S., & Fentie, Y. M. (2024). Impact of teaching quality on student achievement: student evidence. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1367317
Esmaelzadeh, F., Nematollahi, M., Mehdipour‐Rabori, R., & Bagherian, B. (2020). Educational Challenges of Postgraduate Neonatal Intensive Care Nursing Students: A Qualitative Study. Journal of Education and Health Promotion, 9(1), 171. https://doi.org/10.4103/jehp.jehp_773_19
Flores-Camacho, F., Calderón-Canales, E., García-Rivera, B., Gallegos-Cázares, L., & Islas, A. B. (2021). Representational Trajectories in the Understanding of Mendelian Genetics. Eurasia Journal of Mathematics Science and Technology Education, 17(8), em1988. https://doi.org/10.29333/ejmste/10998
Förtsch, C., Dorfner, T., Baumgartner, J., Werner, S., von Kotzebue, L., & Neuhaus, B. J. (2020). Fostering Students’ Conceptual Knowledge in Biology in the Context of German National Education Standards. Research in Science Education, 50(2), 739–771. https://doi.org/10.1007/s11165-018-9709-8
Goegan, L. D., & Daniels, L. M. (2022). Online Learning for Students With Learning Disabilities and Their Typical Peers: The Association Between Basic Psychological Needs and Outcomes. Learning Disabilities Research and Practice, 37(2), 140–150. https://doi.org/10.1111/ldrp.12277
Goegan, L. D., Le, L., & Daniels, L. M. (2022). Online Learning Is a Rollercoaster: Postsecondary Students With Learning Disabilities Navigate the COVID-19 Pandemic. Learning Disability Quarterly, 46(3), 166–179. https://doi.org/10.1177/07319487221090912
Harrison, M. G., King, R. B., & Wang, H. (2023). Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality. British Educational Research Journal, 49(3), 476–498. https://doi.org/10.1002/berj.3851
Hinds, J. A., & Johns, B. H. (2023). Stress Performance Evaluation (SPE) Is a Novel Method of Measuring Physiological Responsiveness to Testing in Children With a Learning Disability. Education Sciences, 13(6), 594. https://doi.org/10.3390/educsci13060594
Iriarte, J., Ziegler, M. J., Outram, A. K., Robinson, M., Roberts, P., Aceituno, F. J., Morcote-R os, G., & Keesey, T. M. (2022). Ice Age megafauna rock art in the Colombian Amazon? Philosophical Transactions of the Royal Society B: Biological Sciences, 377(1849). https://doi.org/10.1098/rstb.2020.0496
Jůzová, I., Vaďurová, H., & Vicherková, N. (2024). A Comparison of Psychosomatic Symptoms and Coping Strategies of 14‐ to 19‐year‐old Czech Students With and Without Specific Learning Disabilities in Stressful Circumstances. British Journal of Special Education, 51(3), 382–394. https://doi.org/10.1111/1467-8578.12545
Kersánszki, T., & Nádai, L. (2020). The Position of STEM Higher Education Courses in the Labor Market. International Journal of Engineering Pedagogy (Ijep), 10(5), 62. https://doi.org/10.3991/ijep.v10i5.13905
Khasawneh, M. A. S. (2024). Designing Gamified Assistive Apps: A Novel Approach to Motivating and Supporting Students With Learning Disabilities. International Journal of Data and Network Science, 8(1), 53–60. https://doi.org/10.5267/j.ijdns.2023.10.018
Khazaleh, A., Alnasraween, M., Abzakh, H., & Shraah, F. K. N. A. L. (2024). The Level of Applying Evidence-Based Strategies in Teaching Students With Learning Disabilities and Its Relationship to Their Professional Competence From Their Teachers’ Point of View. Perspectives of Science and Education, 67(1), 726–742. https://doi.org/10.32744/pse.2024.1.41
Lahlali, A., Chafiq, N., Radid, M., Atibi, A., Kababi, K. E., Srour, C., & Moundy, K. (2023). Students’ Alternative Conceptions and Teachers’ Views on the Implementation of Pedagogical Strategies to Improve the Teaching of Chemical Bonding Concepts. International Journal of Engineering Pedagogy (Ijep), 13(6), 90–107. https://doi.org/10.3991/ijep.v13i6.41391
Lázaro, I. G., Bravo, M. P. C., & Jiménez, J. C. (2022). The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being During the Practicum Experience. Sustainability, 14(16), 10185. https://doi.org/10.3390/su141610185
Malahlela, M. K., & Johnson, E. (2024). South African Teachers’ Application of Inclusive Education Policies and Their Impact on Learners With Learning Disabilities: Implications for Teacher Education. Education Sciences, 14(7), 743. https://doi.org/10.3390/educsci14070743
Merga, M. K. (2019). “Fallen Through the Cracks”: Teachers’ Perceptions of Barriers Faced by Struggling Literacy Learners in Secondary School. English in Education, 54(4), 371–395. https://doi.org/10.1080/04250494.2019.1672502
Merino, C., Marzábal, A., Quiroz, W., Pino, S. S. d., López-Cortés, F., Carrasco, X., & Miller, B. G. (2022). Use of Augmented Reality in Chromatography Learning: How Is This Dynamic Visual Artifact Fostering the Visualization Capacities of Chemistry Undergraduate Students? Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.932713
Mierdel, J., & Bogner, F. X. (2020). Simply InGEN(E)ious! How Creative DNA Modeling Can Enrich Classic Hands-on Experimentation. Journal of Microbiology and Biology Education, 21(2). https://doi.org/10.1128/jmbe.v21i2.1923
Mnguni, L., & Moyo, D. (2021). An Assessment of the Impact of an Animation on Biology Students’ Visualization Skills Related to Basic Concepts of Mitosis. Eurasia Journal of Mathematics Science and Technology Education, 17(8), em1997. https://doi.org/10.29333/ejmste/11116
Mrad, J. A., Fayad, N. M., & Zeineh, H. (2025). Navigating Economic Crisis Effects on Education Governance Through an Empirical Lens. Journal of Governance and Regulation, 14(1, special issue), 343–353. https://doi.org/10.22495/jgrv14i1siart10
Nakamoto, R., Flanagan, B., Dai, Y., Yamauchi, T., Takami, K., & Ogata, H. (2024). Integrating Self-Explanation and Operational Data for Impasse Detection in Mathematical Learning. Research and Practice in Technology Enhanced Learning, 20, 019. https://doi.org/10.58459/rptel.2025.20019
Okur, M., & Aksoy, V. (2025). The Effect of a Working Memory Intervention Package on the Working Memory Performance of Primary School Students With Specific Learning Disabilities. Journal of Intelligence, 13(2), 16. https://doi.org/10.3390/jintelligence13020016
Oladejo, A. I., Ademola, I. A., Ayanwale, M. A., & O., T. D. (2023). Concept Difficulty in Secondary School Chemistry: An Intra-Play of Gender, School Location and School Type. Journal of Technology and Science Education, 13(1), 255. https://doi.org/10.3926/jotse.1902
Pérez, J. C. N., Rodríguez, C., Herrero, E. T., Fernández, E., & Cerezo, R. (2020). Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities. Learning Disability Quarterly, 45(2), 121–133. https://doi.org/10.1177/0731948720925402
Probst, C. A., & Huwer, J. (2020). Self-Regulation and Training of Students With Learning Disabilities in an Inclusive Setting Using ICT. World Journal of Chemical Education, 8(1), 47–51. https://doi.org/10.12691/wjce-8-1-6
Reinoso, R., Fernández, I., Bobo‐Pinilla, J., & Iglesias, J. D. (2023). Teaching Digestive System: Spanish Pre-Service Teacher’s Learning Difficulties and Alternative Conceptions. Eurasia Journal of Mathematics Science and Technology Education, 19(4), em2244. https://doi.org/10.29333/ejmste/13037
Rose, R., & Shevlin, M. (2019). Support Provision for Students With Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs, 20(1), 51–63. https://doi.org/10.1111/1471-3802.12465
Sankoh, A., Hogle, J., Payton, M., & Ledbetter, K. (2023). Evaluating Parental Experiences in Using Technology for Remote Learning to Teach Students With Special Needs During the COVID-19 Pandemic. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1053590
Taylor, C., & Digiacomo, D. K. (2023). Approaches to information literacy conceptualisation in primary, secondary, and higher education contexts: A review of current scholarly literature. In Journal of Information Literacy (Vol. 17, Issue 1, pp. 89–104). CILIP Information Literacy Group. https://doi.org/10.11645/17.1.3258
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Faruq, H. (2025). Analysis of Factors Causing Learning Difficulties in High School Students on the Excretion System Material. BIOEDUSCIENCE, 9(2). https://doi.org/10.22236/jbes/20292
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