Assessing the Knowledge of Mendelian Genetics and Inheritance Patterns Among Senior Secondary Students in Kaduna State

A solid understanding of Mendelian genetics and inheritance principles is foundational for informed health decision-making and for cultivating the next generation of life science professionals. However, the quality of genetics education at the secondary school level in many Nigerian states remains inconsistent. This study assessed the knowledge level of Mendelian genetics and inheritance patterns among Senior Secondary School 3 (SS3) students in Kaduna State, North West Nigeria. A cross-sectional descriptive design was employed, with 400 students selected through multi-stage sampling across public and private schools in three educational zones. A validated genetics knowledge questionnaire covering dominant, recessive, co-dominant, and sex-linked inheritance was administered. Teacher qualifications, curriculum coverage, and availability of genetics laboratory resources were also documented as contextual variables. Results indicated that student knowledge was significantly influenced by school type (private versus public), teacher qualification level, and urban-rural location. A high proportion of rural public school students demonstrated poor understanding of basic inheritance concepts. These findings advocate for curriculum reform, teacher upskilling, and provision of adequate teaching aids for secondary genetics education in Kaduna State. Keywords: Mendelian genetics, secondary education, inheritance patterns, Kaduna State, genetics literacy