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ABSTRACT
The research focused on evaluating the knowledge of biology undergraduate students regarding the correct spellings of biological terminologies, specifically assessing their proficiency and determining if there were differences in spelling accuracy between male and female students. The study was conducted among 352 biology undergraduate students in the Department of Curriculum and Instructional Technology at the University of Benin. The descriptive survey design was employed the simple random sampling technique was used to select 100 students across all levels, with data collected using a multiple-choice achievement test. The test consisted of 30 items related to biological terms, and the results were analyzed using descriptive statistics, such as, frequency and percentage. The findings revealed that students generally struggled with the correct spelling of many complex biological terms. Both male and female students demonstrated a comparable level of difficulty, indicating no significant difference between genders in spelling accuracy. Based on these results, several recommendations were made. Firstly, Biology students should engage in regular practice to improve their spelling proficiency. Lecturers were advised to integrate spelling assessments into coursework to encourage accurate spelling. Furthermore, the university should offer support in the form of glossaries and workshops to aid students' learning.
