The relationship between teachers’ acceptance of the theory of human evolution and learners’ levels of academic achievement

As a key construct in Life Sciences, the theory of human evolution often elicits diverse views. Inadequate conceptual understanding of the theory of human evolution stifles meaningful development of scientific literacy in science classrooms. The study explored the relationship between teachers’ acceptance of the theory of human evolution and learners’ levels of academic achievement. The empirical investigation adopted a survey design and involved purposively selected Life Sciences teachers and learners from South African schools. Quantitative data was collected through the administration of Measurement of the Acceptance of the Theory of Evolution instrument. Key findings demonstrated that there is a link between teachers’ acceptance of the theory of human evolution and learners’ levels of academic achievement. The participants expressed a variety of views about the theory of human evolution. Theoretical implications for meaningful enhancement of learner academic achievement in Life Sciences as a key knowledge domain are discussed.