Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions

Mohammed Elimam Ahamed Mohammed

doi:doi:10.11648/j.edu.20150401.14

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Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions

Mohammed Elimam Ahamed Mohammed

Published in Education Journal (Volume 4, Issue 1)

Received: 13 September 2014 Accepted: 23 September 2014 Published: 2 February 2015

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Abstract

From biochemical education point of view, it is so difficult to make the biochemistry more interesting by adopting one teaching method. The aim of this article is to investigate the perceptions of the undergraduate students of the department of chemistry at king Khalid university about three teaching methods; lectures, practical and problem based learning sessions. A second objective is to compare the students perceptions to their performance in three different exams depending on the information gained from the three teaching methods. 63 students were registered for the basic biochemistry course at the faculty of science- King Khalid University. At the end of the course and before the final exam, the students perceptions about the three teaching methods were investigated through a simple questionnaire composed of four best answer Questions. However, 59 students responded to the questionnaire. The questionnaire was analyzed and its results were compared to the students performance results in the three different final exams. Regarding the students perceptions about the three teaching methods; 22 students (37.3%)stated that the practical sessions were the best teaching method for them followed by the problem based learning sessions (19, 32.2%), 7 students (11.9%) preferred the lectures while 11 students (18.6%) expressed that the three teaching methods were not their favorite methods. Concerning the recalling of the information; 24 (40.6%) expressed that the information of the problem based learning sessions was easy to recall and difficult to forget followed by the information of the practical sessions (17, 28.8%) and lectures (9, 15.3%)and 9 (15.3%) stated the information of all the three methods was difficult to recall and easy to forget. The performance of the students in the final exams and their perceptions were comparable since the success percentage in the practical and problem based learning sessions and lectures were 95.2%, 82.5% and 82.5% respectively. Although the practical and the problem based learning sessions were the best teaching methods for the bulk of the students (41, 69.5%), it is better to follow more different teaching methods to satisfy the majority of the students and to obtain better student performance.

Published in	Education Journal (Volume 4, Issue 1)
DOI	10.11648/j.edu.20150401.14
Page(s)	15-19
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Problem Based Learning, Practical Sessions, Lectures, Perceptions, Performance

References

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[2]	Michael F. Mascolo. Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 2009, 1, 1, pp 3-27.
[3]	Dee U. Silverthorn. A Mid lecture Student Seminar: an Activity to Break the Monotony. Advances in Physiology Education, 2006, 30, pp 262- 263.
[4]	Angela C. M. Figueira, Joao B. T. Rocha. A Proposal for Teaching Undergraduate Chemistry Students Carbohydrate Biochemistry by Problem-Based Learning Activities. Biochemistry and Molecular Biology Education , 2013, pp 81- 87. DOI 10.1002/bmb.20745.
[5]	Laura Lowe Furge, Adele Wolfson, Rodney Boyer. Innovation in the Biochemistry/Molecular Biology Laboratory. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2013, 41,1, 11.
[6]	Coral Pepper. Implementing problem based learning in a science faculty. Issues in Educational Research , 2008, 18, 1, pp 60- 71.
[7]	Howard S. Barrows, Robyn M. Tamblyn. Problem based learning: An approach to medical education. Springer series on medical education. Vol,1, 1980. ISBN 13: 9780826128416.
[8]	Cindy E. Hmelo-Silver. Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review, 2004, 16 , 3, pp 235- 266.
[9]	Jiqin Lian, Fengtian He. Improved Performance of Students Instructed in a Hybrid PBL Format. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2013, 41,1, pp 5–10.
[10]	Andis Klegeris and Heather Hurren. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Adv Physiol Educ, 2011, 35, pp 408–415.
[11]	Harold C. Smith. A Course Director’s Perspectives on Problem-based Learning Curricula in Biochemistry. Acad. Med , 2002, 77, pp 1189–1198.
[12]	Harold B. White. What Do Students Say About Problem-based Learning. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2007, 35, 3, pp 211–212.
[13]	Harold B. White. Cultivating Students’ Curiosity Quotient with Problem-based Learning. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, 2009, 37, 4, pp 249.
[14]	Y. Guven F. Bal2, H. Issever, S. Can Trosala. A proposal for a problem-oriented pharmacobiochemistry course in dental education. Eur J Dent Educ, 2014, 18, pp 2- 6.
[15]	Khoshnevisasl P, Sadeghzadeh M, Mazloomzadeh S, Hashemi Feshareki R, Ahmadiafshar A. Comparison of Problem-based Learning With Lecture-based Learning. Iran Red Crescent Med J , 2014, 16, 5, e5186.
[16]	Mani Naiker, Lara Wakeling, Peter Aldred. THE RELEVANCE OF CHEMISTRY PRACTICALS - FIRST YEAR STUDENTS’ PERSPECTIVE AT A REGIONAL UNIVERSITY IN VICTORIA, AUSTRALIA. Proceedings of the Australian Conference on Science and Mathematics Education, Australian National University, Sept 19th to Sept 21st, 2013, page 169-173.
[17]	Alexandre B. Se´, Renato M. Passos, Andre´ H. Ono, Marcelo Hermes-Lima. The use of multiple tools for teaching medical biochemistry. Adv Physiol Educ , 2008, 32, pp 38–46.

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APA Style

Mohammed Elimam Ahamed Mohammed. (2015). Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions. Education Journal, 4(1), 15-19. https://doi.org/10.11648/j.edu.20150401.14

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ACS Style

Mohammed Elimam Ahamed Mohammed. Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions. Educ. J. 2015, 4(1), 15-19. doi: 10.11648/j.edu.20150401.14

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AMA Style

Mohammed Elimam Ahamed Mohammed. Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions. Educ J. 2015;4(1):15-19. doi: 10.11648/j.edu.20150401.14

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@article{10.11648/j.edu.20150401.14,
  author = {Mohammed Elimam Ahamed Mohammed},
  title = {Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions},
  journal = {Education Journal},
  volume = {4},
  number = {1},
  pages = {15-19},
  doi = {10.11648/j.edu.20150401.14},
  url = {https://doi.org/10.11648/j.edu.20150401.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150401.14},
  abstract = {From biochemical education point of view, it is so difficult to make the biochemistry more interesting by adopting one teaching method. The aim of this article is to investigate the perceptions of the undergraduate students of the department of chemistry at king Khalid university about three teaching methods; lectures, practical and problem based learning sessions. A second objective is to compare the students perceptions to their performance in three different exams depending on the information gained from the three teaching methods.  63 students were registered for the basic biochemistry course at the faculty of science- King Khalid University. At the end of the course and before the final exam, the students perceptions about the three teaching methods were investigated through a simple questionnaire composed of four best answer Questions. However, 59 students responded to the questionnaire. The questionnaire was analyzed and its results were compared to the students performance results in the three different final exams. Regarding the students perceptions about the three teaching methods; 22 students (37.3%)stated that the practical sessions were the best teaching method for them followed by the problem based learning sessions (19, 32.2%), 7 students (11.9%) preferred the lectures while 11 students (18.6%) expressed that the three teaching methods were not their favorite methods. Concerning the recalling of the information; 24 (40.6%) expressed that the information of the problem based learning sessions was easy to recall and difficult to forget followed by the information of the practical sessions (17, 28.8%) and lectures (9, 15.3%)and 9 (15.3%) stated the information of all the three methods was difficult to recall and easy to forget. The performance of the students in the final exams and their perceptions were comparable since the success percentage in the practical and problem based learning sessions and lectures were 95.2%, 82.5% and 82.5% respectively. Although the practical and the problem based learning sessions were the best teaching methods for the bulk of the students (41, 69.5%), it is better to follow more different teaching methods to satisfy the majority of the students and to obtain better student performance.},
 year = {2015}
}

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TY  - JOUR
T1  - Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions
AU  - Mohammed Elimam Ahamed Mohammed
Y1  - 2015/02/02
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150401.14
DO  - 10.11648/j.edu.20150401.14
T2  - Education Journal
JF  - Education Journal
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SP  - 15
EP  - 19
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150401.14
AB  - From biochemical education point of view, it is so difficult to make the biochemistry more interesting by adopting one teaching method. The aim of this article is to investigate the perceptions of the undergraduate students of the department of chemistry at king Khalid university about three teaching methods; lectures, practical and problem based learning sessions. A second objective is to compare the students perceptions to their performance in three different exams depending on the information gained from the three teaching methods.  63 students were registered for the basic biochemistry course at the faculty of science- King Khalid University. At the end of the course and before the final exam, the students perceptions about the three teaching methods were investigated through a simple questionnaire composed of four best answer Questions. However, 59 students responded to the questionnaire. The questionnaire was analyzed and its results were compared to the students performance results in the three different final exams. Regarding the students perceptions about the three teaching methods; 22 students (37.3%)stated that the practical sessions were the best teaching method for them followed by the problem based learning sessions (19, 32.2%), 7 students (11.9%) preferred the lectures while 11 students (18.6%) expressed that the three teaching methods were not their favorite methods. Concerning the recalling of the information; 24 (40.6%) expressed that the information of the problem based learning sessions was easy to recall and difficult to forget followed by the information of the practical sessions (17, 28.8%) and lectures (9, 15.3%)and 9 (15.3%) stated the information of all the three methods was difficult to recall and easy to forget. The performance of the students in the final exams and their perceptions were comparable since the success percentage in the practical and problem based learning sessions and lectures were 95.2%, 82.5% and 82.5% respectively. Although the practical and the problem based learning sessions were the best teaching methods for the bulk of the students (41, 69.5%), it is better to follow more different teaching methods to satisfy the majority of the students and to obtain better student performance.
VL  - 4
IS  - 1
ER  -

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Author Information

Mohammed Elimam Ahamed Mohammed

Department of Chemistry, Faculty of Science, King Khalid University, Abha, Saudi Arabia; Nuclear Applications in Biological Sciences, Sudan Atomic Energy Commission, Sudan

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APA Style

Mohammed Elimam Ahamed Mohammed. (2015). Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions. Education Journal, 4(1), 15-19. https://doi.org/10.11648/j.edu.20150401.14

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ACS Style

Mohammed Elimam Ahamed Mohammed. Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions. Educ. J. 2015, 4(1), 15-19. doi: 10.11648/j.edu.20150401.14

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AMA Style

Mohammed Elimam Ahamed Mohammed. Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions. Educ J. 2015;4(1):15-19. doi: 10.11648/j.edu.20150401.14

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@article{10.11648/j.edu.20150401.14,
  author = {Mohammed Elimam Ahamed Mohammed},
  title = {Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions},
  journal = {Education Journal},
  volume = {4},
  number = {1},
  pages = {15-19},
  doi = {10.11648/j.edu.20150401.14},
  url = {https://doi.org/10.11648/j.edu.20150401.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150401.14},
  abstract = {From biochemical education point of view, it is so difficult to make the biochemistry more interesting by adopting one teaching method. The aim of this article is to investigate the perceptions of the undergraduate students of the department of chemistry at king Khalid university about three teaching methods; lectures, practical and problem based learning sessions. A second objective is to compare the students perceptions to their performance in three different exams depending on the information gained from the three teaching methods.  63 students were registered for the basic biochemistry course at the faculty of science- King Khalid University. At the end of the course and before the final exam, the students perceptions about the three teaching methods were investigated through a simple questionnaire composed of four best answer Questions. However, 59 students responded to the questionnaire. The questionnaire was analyzed and its results were compared to the students performance results in the three different final exams. Regarding the students perceptions about the three teaching methods; 22 students (37.3%)stated that the practical sessions were the best teaching method for them followed by the problem based learning sessions (19, 32.2%), 7 students (11.9%) preferred the lectures while 11 students (18.6%) expressed that the three teaching methods were not their favorite methods. Concerning the recalling of the information; 24 (40.6%) expressed that the information of the problem based learning sessions was easy to recall and difficult to forget followed by the information of the practical sessions (17, 28.8%) and lectures (9, 15.3%)and 9 (15.3%) stated the information of all the three methods was difficult to recall and easy to forget. The performance of the students in the final exams and their perceptions were comparable since the success percentage in the practical and problem based learning sessions and lectures were 95.2%, 82.5% and 82.5% respectively. Although the practical and the problem based learning sessions were the best teaching methods for the bulk of the students (41, 69.5%), it is better to follow more different teaching methods to satisfy the majority of the students and to obtain better student performance.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - Perceptions of Undergraduate Students about Three Teaching Methods; Lectures, Practical and Problem Based Learning Sessions
AU  - Mohammed Elimam Ahamed Mohammed
Y1  - 2015/02/02
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150401.14
DO  - 10.11648/j.edu.20150401.14
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 15
EP  - 19
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150401.14
AB  - From biochemical education point of view, it is so difficult to make the biochemistry more interesting by adopting one teaching method. The aim of this article is to investigate the perceptions of the undergraduate students of the department of chemistry at king Khalid university about three teaching methods; lectures, practical and problem based learning sessions. A second objective is to compare the students perceptions to their performance in three different exams depending on the information gained from the three teaching methods.  63 students were registered for the basic biochemistry course at the faculty of science- King Khalid University. At the end of the course and before the final exam, the students perceptions about the three teaching methods were investigated through a simple questionnaire composed of four best answer Questions. However, 59 students responded to the questionnaire. The questionnaire was analyzed and its results were compared to the students performance results in the three different final exams. Regarding the students perceptions about the three teaching methods; 22 students (37.3%)stated that the practical sessions were the best teaching method for them followed by the problem based learning sessions (19, 32.2%), 7 students (11.9%) preferred the lectures while 11 students (18.6%) expressed that the three teaching methods were not their favorite methods. Concerning the recalling of the information; 24 (40.6%) expressed that the information of the problem based learning sessions was easy to recall and difficult to forget followed by the information of the practical sessions (17, 28.8%) and lectures (9, 15.3%)and 9 (15.3%) stated the information of all the three methods was difficult to recall and easy to forget. The performance of the students in the final exams and their perceptions were comparable since the success percentage in the practical and problem based learning sessions and lectures were 95.2%, 82.5% and 82.5% respectively. Although the practical and the problem based learning sessions were the best teaching methods for the bulk of the students (41, 69.5%), it is better to follow more different teaching methods to satisfy the majority of the students and to obtain better student performance.
VL  - 4
IS  - 1
ER  -

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