Teaching Approaches: A Comparative Study

This assignment delves into a comparative analysis of diverse teaching methodologies employed in education. It examines approaches such as peer assisted learning, Science/Technology/Society (STS) integration, brain-based teaching, and context-based learning. The goal is to evaluate the impact and effectiveness of these methods on student learning outcomes across different subject areas.

Comparing student attainment in context-
based, concept-based and mixed approaches
to teaching A-level

Table of Contents
INTRODUCTION..........................................................................................................................3
REVIEW OF THE LITERATURE ................................................................................................3
METHODOLOGY..........................................................................................................................3
TASK ..............................................................................................................................................4
1. Finding from quantitative analysis of examination results.....................................................4
2. Finding of qualitative analysis of questionnaire returns and interviews with teachers..........5
CONCLUSION................................................................................................................................6
RECOMMENDATION...................................................................................................................6
REFERENCES................................................................................................................................7

INTRODUCTION
The modern teaching approach like context based , concept based and mixed
approaches related to A level biology. In the following report it will be discussed that how the
teaching approaches are better than teach other (Abedini and Moonaghi,2013). The context
based study approach includes the use of real life and some other non real illustration in teaching
to learn through the practical experience instead on the theory. In the following report different t
pros and cons of context based approach and concept based approaches of the teaching in A level
biology will be described.
REVIEW OF THE LITERATURE
The review of literature includes systematic search of the data and its analysis so that
useful outcome can be received. According to XYZ. In the schools there are some authenticity
perspectives which make the study material or topic more realistic or authenticated like authentic
assessment and disciplinary authenticity. In the word of XYZ it can be said that the context
based teaching approach includes example , centres of the approach as well as its impact on the
pupils related to knowledge of A level biology.
If the teaching approach especially in A level biology then there will be ease in
understanding the crux of the matter. In the concept base approach main focus is on the crux of
the study matter. There are many issue which can make it difficult for the students to learn
efficiently like confusion about content, tough knowledge for them in everyday life and lack of
understanding of facts and concept (Akcay and Yager,2010). The context based teaching
approach plays a vital role in avoiding these problem. It provides the easy learning frame to them
student so that they can feel relevant to the topic. The context based teaching approach is better
than advance level teaching of biology as it has no sufficient options for practical lab work.
METHODOLOGY
In the teaching of A level biology there are many approach which makes the learning
process easy for the students. One of the teaching approach id mixed method approach .The
mixed method approach there are two types of data used to analyse the teaching approaches
effect. Quantitative data and qualitative data are used in the mixed method approach. The
quantitative data related to the biology teaching approach are collected from the

examinations .The quantitative data is the most accurate data and the result is exact and best in
analysis. The quantitative data can be evaluated in time with accuracy so that the result can be
achieved in time. (Bolanakis and Kotsis,2011) Another data is qualitative data which is collected
through interview, questionnaire, survey or observation.
In this type of approach the A level biology teachers are asked questions related to their
teaching ways. For example some biology teacher are asked a series of the questions like what
subject they found more difficult than other,How they want to explain in their own way so that
there will be effective approach can be used to teach the A level biology topic. Thus the teaching
method related to biology can help to make teaching approaches more effective and easy for the
student.
TASK
1. Finding from quantitative analysis of examination results
The quantitative analysis of examination results includes the performance of all the
student using context base approach , content based approach and mixed method approach. From
the analysis it is found that the student who use the mixed method approach in learning g A level
biology, they scored more marks than the student using other approach like context base
approach (Bui and Fagan,2013). SNAB is also an approach which have been using from years as
it is then most easy approach which includes the context based approach .SNAB is salters
Nuffield as and a level biology.
The quantitative analysis includes the statistical data which makes sure the result is acurate in
quantity as well as the quality. In quantitative analysis the question are asked in the numerical
values not in word. For example the teachers are asked how much number of students can pas the
exam with higher grade if they use mix method teaching approach or context based teaching
approach or concept based teaching approach. The different responses provide different result.
There are most of the responses which are in favour of mix based approach .
When all the schools type were controlled then there were similarity among the
performances of all student using any kind of approach. From the quantitative analysis of
examination result it is found that the student who are using the context base approach achieved
more high grades than the students using content based approach. When the school types are

controlled, there is difference in performance of the students. After the control there is minimum
grades received by the students who used the mixed method approach.
Thus from the quantitative analysis of examination results it is found that the impact of
the teaching approach for A line biology can be differed from student to student and schools
types (Fortin and Legault,2010). The schools can improve the current teaching approach so that
there will be more collaborative environment for A level biology as it has tough terms which are
hard to understand without using teaching approach by the teacher to explain.
2. Finding of qualitative analysis of questionnaire returns and interviews with teachers
The qualitative analysis is more easy than quantitative analysis. It is a vast data analysis
which includes questionnaire and interviews with the teachers .In this analysis there are three
categories of result are like not important , very important and important. The responses are
based on the experience of the teacher, schools assessment and previous attainment.
In the survey the answer of the related questions about A level biology are like agree, disagree
and strongly agree.
In the survey it was found that most of the teacher prefer the SNAB which is the context
based teaching approach and mixed method approach of teaching which is a combination of
context based approach and content based approach for A level biology teaching approach. There
are some open questions teacher about most important factor which affects their teaching
approach (Halliwell and Gutteridge,2015).Most of the teachers answered that the assessment
factor [plays a vital role in the teaching approach. Second factor which affects the teaching
approach is knowledge and experience of the examination .
If the knowledge of the teacher is well about A level biology then there will be positive
effect in using the teaching approach. The experience comes with time as the number of [positive
and negative experience decides the knowledge of the teacher related to biology. There are some
negative factors also in the qualitative analysis of questionnaire and interviews conducted on the
teachers. These negative factors include that there is lack of time for teaching on the part of
teacher which leads to the problem in engaging with visits and field work.
The limited school timing make it difficult for the teacher to put some efforts in practical
work as the biology requires the most of practical work in teaching to explain the matter to the
students. Many teacher responded that they have problem with the edexcel examination .There is
problem because of the question type which are asked in the examination. There is lot of matter

which leads to the overload of the course work on the teachers as well as the students demotivate
them to teach and learn with interest.
There are some another problems regarding examinations which includes that there are
some poor match of questions in specification and unchallenging questions which lowers the
significance of the examination (Marker and Magid,2010). Thus there any types of responses by
the teachers in the qualitative analysis through questionnaire and interviews having many
questions to receive useful result to improve the teaching approach.
CONCLUSION
From the above report it can be concluded that the teaching approaches are the most
important part of the teaches as well as student because it affects the result of learning and
teaching related A level biology. There are mainly three types of teaching approaches like
context based approaches, concept based approaches and mixed approach having above both
teaching approach. The mixed approach is the mostly used teaching approach as it generates the
efficient result of learning and understanding of A level biology.
RECOMMENDATION
Although all teaching approaches have their own advantages and disadvantages, there are
some scope of improvement in the teaching related to A level biology especially in schools. So
that there can be more collaborative environment for the student to learn easily. There should be
a team which should be made to scrutinise the teachers which are effective in skills and well
knowledge about A level biology. If there are better knowledge teachers, there will be easy and
better understanding in the students about A level biology.
The mix teaching approach should be used by the teachers so that better learning process
can be possible in the schools .The mix teaching approach has man y advantages for students and
teachers as it has all positive side of both context based approach and concept based
approaches.

REFERENCES
Books and journals
Abedini, M. and Moonaghi, H.K., 2013. A new teaching approach in basic sciences: Peer
assisted learning. Procedia-Social and Behavioral Sciences. 83. pp.39-43.
Akcay, H. and Yager, R.E., 2010. The impact of a science/technology/society teaching approach
on student learning in five domains. Journal of Science Education and Technology.
19(6). pp.602-611.
Bolanakis, D.E.and Kotsis, K.T, 2011. A teaching approach for bridging the gap between low‐
level and high‐level programming using assembly language learning for small
microcontrollers. Computer Applications in Engineering Education. 19(3). pp.525-537.
Bui, Y.N. and Fagan, Y.M., 2013. The effects of an integrated reading comprehension strategy:
A culturally responsive teaching approach for fifth-grade students’ reading
comprehension. Preventing School Failure: Alternative Education for Children and
Youth. 57(2). pp.59-69.
Fortin, A. and Legault, M., 2010. Development of generic competencies: Impact of a mixed
teaching approach on students' perceptions. Accounting Education: an international
journal. 19(1-2). pp.93-122.
Halliwell, B. and Gutteridge, J.M., 2015.Free radicals in biology and medicine. Oxford
University Press, USA.
Marker, D.R.and Magid, D., 2010. Developing a radiology-based teaching approach for gross
anatomy in the digital era. Academic radiology. 17(8). pp.1057-1065.
Saleh, S., 2012. The effectiveness of brain-based teaching approach in dealing with the problems
of students’ conceptual understanding and learning motivation towards physics.
Educational Studies. 38(1). pp.19-29.
Wang, S. and Wang, H., 2011. Teaching higher order thinking in the introductory MIS course: A
model-directed approach. Journal of Education for Business. 86(4). pp.208-213.
Online
Anna Sabramowicz,2017 Context-Based Learning: The Secret Ingredient To All Successful
Courses.[Online]. Available through:<https://elearningindustry.com/context-based-
learning-secret-ingredient-successful-courses>.[Accesed on 26th april 2017]
Sharlene Hesse-Biber,2014.The problems and prospects in the teaching of mixed methods
research[Online].Availablethrough:<http://www.tandfonline.com/doi/abs/
10.1080/13645579.2015.1062622?journalCode=tsrm20>.[Accesed on 26th april 2017]