How is Mendelian genetics taught in Malawi?

Abstract

Understanding genetics, an important topic in the study of biology, is critical for scientific literacy in agriculture, health, and forensic investigations. However, it has been observed that teachers find genetics difficult to teach and pupils do not perform well in it. Teachers can use expository teaching or active learning methods, but the secondary school curriculum in Malawi advocates the latter. The aim of this study was to find out how genetics is taught and how teachers justify their choice of method. This study used a multi-case design involving six teachers and observed their Mendelian genetics lessons and asked them to justify their choice of teaching method. The findings show that teachers mostly use expository methods utilising lecture and question and answer teaching techniques. Contextual factors such as large classes, limited teaching time, and lack of resources were cited as reasons for their choice of expository techniques. In addition, they said that the topic was abstract and learners could not construct their own understanding. Furthermore, they indicated that they did not know what activities to arrange for the learners. The paper discusses the difficulties experienced in implementing active learning methods in teaching genetics and recommends possible avenues for teacher education and further research in Malawi.

Theory into Practice: Exploring Pre-Service Teachers’ Application of Elaboration Strategies to Teach English Grammar

“…Findings another study by Altinyelken and Hoeksma (2021), on use of active teaching and learning strategies to improve learning outcomes in secondary schools in Malawi reveal that participants viewed use of active learning strategies positively and as beneficial to students. In addition, a study by Mbano, Chitundu, and Nampota (2023) on strategies used by teachers concluded that teachers regularly used active learning methods of questions and answer. Molande, Mtemangâ, Chikasanda, et al (2017) also investigated use of problem based activities to teach revealed that problem based learning activities are an effective approach hence recommended for teaching.…”