Enhancing Student Learning Capacity in a Biotechnology Course by Employing Interteaching Strategy Compared to Instructor-Centered Approach

Abstract

AbstractLearning a subject is a cumulative process that requires cooperation between educators and students to reach the best outcomes. Here, a modified Interteaching strategy was employed to enhance students’ engagement, learning capacity, and motivation, while learning new topics. Master’s students were given preparatory guides in news related to Nobel Prize-awarded scientists at the course’s beginning. The information described the scientist’s breakthrough in DNA-information biotechnology and highlighted the knowledge that was covered later in the course. Students discussed and evaluated their initial understanding. They asked regularly following every lecture to re-read and re-evaluate the same preparatory guide. The students’ achievements were assessed using formative feedback, summative evaluations, and conference-based discussion. Compared to the instructor-centered teaching style, Interteaching enhanced the students’ focus and motivation. In the four-lecture period, students’ understanding of the subject increased dramatically to >95%. Most of the students received ‘A’ grade, and they rate the overall course 4.5/5. Students’ attraction to the field increased 6 times. SWOT analysis indicated the success of the teaching style.