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Innovations in Pedagogy and Technology

The Use of Didactic Models in the Teaching of Cytology: A Case Study at Nioce General Secondary School (2023–2024)

DOI:

https://doi.org/10.63385/ipt.v2i3.101101

Keywords:

Cytology Teaching,Instructional Models,Conceptual Understanding

Abstract

In many educational contexts constrained by limited material resources and a predominance of expository teaching practices, the teaching of cytology remains particularly challenging. Within this setting, the present study examines the impact of didactic models on students’ conceptual understanding, addressing persistent difficulties in core topics such as organelle identification, differentiation between animal and plant cells, and the interpretation of structure–function relationships. These challenges point not only to the intrinsic complexity of cellular biology but also to weaknesses in prevailing instructional strategies. The study aimed to evaluate the extent to which didactic models enhance students’ understanding of cytology content within a specific school context. A mixed-methods case study design was adopted, integrating quantitative and qualitative data through a convergent parallel structure. Quantitative data were obtained through diagnostic tests administered before and after the pedagogical intervention, while qualitative evidence was derived from classroom observation, teacher interviews, and student questionnaires. The sample included 20 students, 3 teachers, and 1 school administrator. Findings revealed substantial improvement in students’ performance, with mean test scores increasing from 32.9% to 88.2%, accompanied by a reduction in score dispersion. Qualitative evidence also indicated increased participation, engagement, and explanatory capacity among students. The study concludes that didactic models function as effective cognitive mediators in the teaching of cytology, particularly in resource-constrained educational settings. However, the absence of a control group constitutes an important methodological limitation, restricting stronger causal inferences regarding the exclusive effect of the intervention. Additionally, the reduced sample size and single-case design limit the generalisability of the findings beyond the investigated context.

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