The Challenges and the Level of Difficulty Content of Specialized Courses in the Undergraduate Biology Curriculum at Kabul Education University

To identify challenging concepts and determine their difficulty level in the content of specialized courses in the biology curriculum of Kabul Education University.

This research was conducted in terms of practical purpose, in terms of information with a quantitative approach and in terms of data collection, descriptive-survey method. The statistical population of this research included 10 professors and 136 students (72 girls and 64 boys), which was conducted in the spring of 1401. A structured researcher questionnaire was used to collect data. After collecting the data, it was analyzed in 2 levels of descriptive statistics including tables and frequency of concepts and inferential statistics for normality using the Kolmogorov-Smirnov test and in the non-parametric method using the two-tailed significance level test.

In the descriptive analysis, the content of specialized biology courses was recognized by receiving 53.03 percent of challenging answers compared to 46.97 percent of comprehensible answers. Among the hundred concepts, 10 concepts have been recognized as challenging by the professors.

The findings using the test of the significance level of a sequence indicate that 18 concepts with a 95% confidence interval have a significant difference with the number 3 (higher difficulty level), 21 concepts (moderate difficulty) and other concepts within the comprehensible level.