Comparative Analysis of the Effects of Contact and Online Biology Teaching
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| Title: | Comparative Analysis of the Effects of Contact and Online Biology Teaching |
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| Authors: | Ines Radanović, Slavica Šimić Šašić, Mirela Sertić Perić |
| Source: | Education Sciences, Vol 15, Iss 8, p 1000 (2025) |
| Publisher Information: | MDPI AG, 2025. |
| Publication Year: | 2025 |
| Collection: | LCC:Education |
| Subject Terms: | students, teacher and parent opinions, teacher and student characteristics, teaching implementation, learning, biological content understanding, Education |
| Description: | This study investigates the effectiveness of contact and online biology teaching by assessing student performance and gathering perceptions from students, teachers, and parents. Conducted in autumn 2021 with 3035 students, 124 biology teachers, and 719 parents, this study combined post-instruction assessments of student performance in knowledge reproduction and conceptual understanding with questionnaires examining perceptions of contact and online biology teaching effectiveness across students, teachers, and parents. To investigate how various teaching-related factors influence perceived understanding of biological content, we applied a CHAID-based decision tree model to questionnaire responses from students, teachers, and parents. Results indicated that students value engaging, flexible instruction, sufficient time to complete tasks and support for independent thinking. Teachers emphasized their satisfaction with teaching and efforts to support student understanding. In contact lessons, students preferred problem-solving, teacher guidance, and a stimulating environment. In online learning, they preferred low-stress, interesting lessons with room for independent work. Parents emphasized satisfaction with their child’s learning and the importance of a focused, stimulating environment. This comparative analysis highlights the need for student-centered, research-based biology teaching in both formats, supported by teachers and delivered in a motivating environment. The results offer practical insights for improving biology instruction in different teaching modalities. |
| Document Type: | article |
| File Description: | electronic resource |
| Language: | English |
| ISSN: | 2227-7102 |
| Relation: | https://www.mdpi.com/2227-7102/15/8/1000; https://doaj.org/toc/2227-7102 |
| DOI: | 10.3390/educsci15081000 |
| Access URL: | https://doaj.org/article/0ff624cd8af547bfa75f82c0e311a1fc |
| Accession Number: | edsdoj.0ff624cd8af547bfa75f82c0e311a1fc |
| Database: | Directory of Open Access Journals |
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Nájsť tento článok vo Web of Science | Abstract: | This study investigates the effectiveness of contact and online biology teaching by assessing student performance and gathering perceptions from students, teachers, and parents. Conducted in autumn 2021 with 3035 students, 124 biology teachers, and 719 parents, this study combined post-instruction assessments of student performance in knowledge reproduction and conceptual understanding with questionnaires examining perceptions of contact and online biology teaching effectiveness across students, teachers, and parents. To investigate how various teaching-related factors influence perceived understanding of biological content, we applied a CHAID-based decision tree model to questionnaire responses from students, teachers, and parents. Results indicated that students value engaging, flexible instruction, sufficient time to complete tasks and support for independent thinking. Teachers emphasized their satisfaction with teaching and efforts to support student understanding. In contact lessons, students preferred problem-solving, teacher guidance, and a stimulating environment. In online learning, they preferred low-stress, interesting lessons with room for independent work. Parents emphasized satisfaction with their child’s learning and the importance of a focused, stimulating environment. This comparative analysis highlights the need for student-centered, research-based biology teaching in both formats, supported by teachers and delivered in a motivating environment. The results offer practical insights for improving biology instruction in different teaching modalities. |
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| ISSN: | 22277102 |
| DOI: | 10.3390/educsci15081000 |