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ABSTRACT
The essence of this study is to identity some new methods and pedagogical strategies which biology teachers can adopt in teaching cell biology This study is imperative due to the shortcomings observed in certain teaching techniques employed by some biology instructors across different schools, as they have failed to yield the intended outcomes in students. This study investigated the strategies to enhance the teaching and learning of cells in tertiary institutions. The study was carried out in Ovia North-East local government area of Edo state, Nigeria. This study employs a 40-item questionnaire to investigate various aspects pertaining to the promotion of effective teaching and learning of cells in tertiary institutions. The questionnaire is divided into three sections: one focused on strategies for promotion, another on challenges faced, and the last on instructional techniques. The population of the study consisted of 145 students enrolled in the Curriculum Instructional Technology program at the University of Benin's Faculty of Education for the academic session 2021/2022. This study's sample size was also 145, selected from the mentioned department and academic session. Stratified random sampling was used to ensure a representative selection of participants. The findings reveal positive recognition of the teaching methods, with specific opportunities for improvement identified. Respondents express agreement with the effectiveness of strategies for promoting cell teaching in tertiary institutions. Furthermore, the study highlights that while most school teachers are proficient in employing instructional strategies, there is a need for increased student involvement in planning activities. Challenges in implementation include issues related to training, selection of strategies, and class size. Recommendations for enhancing the effectiveness of biology education include curriculum restructuring, offering incentives to science educators, providing training for technological integration, securing adequate funding, and allocating more time for practical activities. This research underscores the pivotal role of teachers in student learning and advocates for diversified instruction and meaningful interaction between teachers and instructional materials for optimal educational outcomes. Assessment practices are also emphasized for their positive impact on student behavior and performance. These findings align with existing research on effective teaching practices and provide valuable insights for improving cellular biology education.
