Methods of Teaching and Learning molecular biology, biophysics, and biochemistry in Colleges In United Kingdom
Introduction
Teaching methods, or the ways in which a teacher tries to impart the necessary knowledge or experience, are used to instruct students (Ndirangu, 2007). The subject matter to be taught, the objectives the instructor hopes to achieve, the accessibility of teaching and learning resources, the instructor’s capacity and willingness to improvise in the absence of traditional teaching aids, evaluation and follow-up activities, and the unique learning styles of each student are just a few of the variables that affect the instructor’s selection of a particular method of instruction (Ndirangu, 2007).
The teaching strategies employed differ from nation to nation depending on the knowledge or skills being imparted, as well as the ability and motivation of the students. Numerous studies on teaching strategies have been undertaken. For instance, Asikhia (2010) discovered that while teacher qualifications and the learning environment of students do not affect students’ bad performance, teachers’ teaching strategies do.
Additionally, the medium of education influences the teaching strategies. For instance, where English is the medium of instruction, the strategies must be more interactive than passive (Pillar and Skilling, 2005). Additionally, it made the case that school teachers urgently need to learn more about productive methods for instructing English language learners (Thompson, 2004). According to Guloba, Wokodola, and Bategeka (2010), teacher-centered methods are frequently utilized in classrooms, particularly in developing nations. These methods are thought to be fairly poor at transmitting knowledge.
Other countries no longer employ these techniques. Since traditional teaching methods do not inspire students to participate in the learning process, problem-life learning is becoming more and more popular as a teaching method at educational institutions as a way to solve their shortcomings (Teo and Wong, 2000). However, more recently, there has been a push in the educational sector for a paradigm change that puts the learner first (Ndirangu, 2007), while other schools of thought support teaching strategies that involve student participation (Sajjad, 2011).
Despite these arrays of teaching methods being advocated in literature there is no one universally accepted method. The question still remains is which of these teaching methods contribute to failure or success of students’ performance especially in developing countries like Nigeria where the causes of poor performance is not well understood.
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