Path of Science: International Electronic Scientific Journal

The fundamental aspect of biology education is not only understanding the difference between viruses and bacteria, but also recognising that this knowledge is essential for everyone worldwide, as public health requires a clear distinction between the two. Even though teachers cover these topics in secondary school, students still confuse the two microorganisms, even at the university level. This study investigates how first-year students in biological sciences understand viruses and bacteria, particularly their structural characteristics, reproduction, treatment options, and roles.

Researchers surveyed 160 first-year biology and microbiology students across three universities in Imo State using a mixed-methods approach. The survey included multiple-choice questions, open-ended responses, and short case scenarios designed to probe both factual knowledge and deeper conceptual understanding. We also conducted follow-up interviews with 20 students to clarify some of their written responses and explore their reasoning in more depth.

Our findings indicate that the majority of students correctly identified viruses as non-living and bacteria as living; however, a high number still believed that antibiotics can treat viral infections. Also, many students felt that viruses are smaller versions of bacteria or that both reproduce in the same way. There were misunderstandings among students regarding the role of bacteria. Many students classified bacteria as pathogenic organisms that cause disease, forgetting that they play beneficial roles in ecosystems, human health, and the microbiome.

Early gaps, the ongoing reduction in science teaching in primary and secondary schools, and the spread of misleading information through the media and in conversation are significant causes of the misconceptions observed among students. This study emphasised the need to implement an effective teaching method for introductory biology courses at all levels, from primary to university, particularly those focusing on theoretical understanding and addressing students' initial beliefs. To help students build a solid foundation and knowledge in advanced biology, these misunderstandings need to be addressed, as they will support decision-making in public health.

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