A look at biochemistry learning difficulties in the undergraduate level

Zeinab Elhousni; Rajae Zerhane; Rachid Janati-Idrissi

doi:10.31893/multiscience.2025049

Keywords:

biochemistry

learning difficulties

ICT

NGT

Abstract

Learning biochemistry can be a challenge for most university students. They represent a lot of difficulty in studying this module. This is evidenced by numerous failures and a lack of interest in the subject. For them, biochemistry is a dry subject requiring extensive memorization and complex language. They also find it boring. However, biochemistry is a key element in the training of biology students and future teachers of life and earth sciences. It is the basis for understanding the mechanisms of life. It helps students to understand the chemical processes that take place in living beings. The aim of our study is to identify students' difficulties in learning biochemistry, in order to deduce the main causes and factors behind the low proficiency in this subject. For this purpose, we communicated with the undergraduate students at our school using NGT and a questionnaire. Students attribute their difficulties mainly to the complexity of the subject and the large amount of information that must be assimilated in a limited time. In addition, the problem of the language of instruction as well as the lack of tutorials and practical work can represent additional factors hindering the learning process. The lack of basic knowledge and the classical teaching methods can also be considered sources of difficulty. At the end of our study, we were able to elucidate the main factors and obstacles that hinder the learning of biochemistry. The students have suggested some solutions including the adoption of new teaching methods promoting active learning, as well as by diversifying the pedagogical supports used in class and the integration of new communication and information technologies (ICT).
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How to cite

Elhousni, Z., Zerhane, R., & Janati-Idrissi, R. (2024). A look at biochemistry learning difficulties in the undergraduate level. Multidisciplinary Science Journal, 7(2), 2025049. https://doi.org/10.31893/multiscience.2025049

[1] Andrews, S., Paul, P., & Chaari, A. (2024). A cord of four strands: Perspective of pre‐medical and medical students on combined teaching modalities in undergraduate biochemistry. Biochemistry and Molecular Biology Education, 52(1), 82-92.

[2] Anwar, Y. A. S. (2020). The multilevel inquiry approach to achieving meaningful learning in biochemistry courses. Biochemistry and Molecular Biology Education, 48(1), 28-37.

[3] Anwar, Y. A. S., Laksono, F. X., & Widjajanti, E. (2017). Effective Laboratory Work in Biochemistry Subject: Students' and Lecturers' Perspective in Indonesia. International Journal of Higher Education, 6(2), 100-109

[4] Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 39(15), 2073-2091

[5] Bessonnat, D. (1998). Maîtrise de la langue et apprentissages disciplinaires. Approches transversales au collège en France. Revue internationale d’éducation de Sèvres, 19, 41-48.‏ https://doi.org/10.4000/ries.2860.

[6] Blanquet, E., & Picholle, É. (2018). Démarche d'investigation, pédagogie transmissive et principe d'autorité: l'exemple du système héliocentrique. Recherches en éducation, 34.‏ https://doi.org/10.4000/ree.1866.

[7] Bouhafs, M. Les stratégies d’apprentissage des étudiants scientifiques marocains: cas de la faculté des sciences de Marrakech.‏ consulted in https://www.revue-akofena.com/wp-content/uploads/2022/08/29-T06v04-02-Mounia-BOUHAFS_329-340.pdf, June 20, 2024.

[8] Canac, S., Javoy, S., & Kermen, I. (2021). Travaux pratiques de chimie en première année d’université : tâches étudiantes et pratiques enseignantes dans trois universités. RDST. Recherches en didactique des sciences et des technologies, 24, 87-112.‏ https://doi.org/10.4000/rdst.3943.

[9] Chakib, A., Zahour, G., Talbi, M., & Radid, M. (2013). Obstacles linguistiques liés à l'apprentissage des Sciences de la Terre au Supérieur. Élaboration d'un didacticiel de traduction des termes géologiques «Lexigloss». Revue EpiNet (EPI). Consulted in https://epi.asso.fr/revue/articles/a1303c.htm, February 21, 2024.

[10] Çimer, A. (2012). What makes biology learning difficult and effective: Students' views. Educational research and reviews, 7(3), 61.‏Cuofano, G. (2023). Nominal Group Technique. Consulted in https://fourweekmba.com/nominal-group-technique/, February 21, 2024.

[11] Coan, H. A., Goehle, G., & Youker, R. T. (2020). Teaching biochemistry and molecular biology with virtual reality—lesson creation and student response. Journal of Teaching and Learning, 14(1), 71-92.

[12] Cuofano, G., (2023). Consulted in https://fourweekmba.com/nominal-group-technique/, June 20, 2024.

[13] D’Souza, J. M. P., Raghavendra, U., D’Souza, D. H., & D’Souza, N. D. (2013). Teaching learning of biochemistry in undergraduate medical curriculum: Perceptions and opinions of medical students. Education in Medical Journal, 5(2), e45-e53.‏

[14] De Oliveira Silva, Y. R., Toda, A. M., & Xavier, L. P. (2016). Teaching biochemistry using educational games and gamification strategies. Revista de Ensino de Bioquímica, 14.

[15] Desmarais, M. É., Rousseau, N., & Stanké, B. (2020). La mise en œuvre des principes de flexibilité de la pédagogie universelle. Canadian Journal of Education/Revue canadienne de l'éducation, 43(4), 918-952.‏ Consulted in https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4293, June 20, 2024.

[16] Dobos, M., Grinpukel, S., Rumble, B., & McNaught, C. (1999). Learning biochemistry in peer groups facilitates and enhances student understanding. Cornerstones: What do we value in higher education? Proceedings, July 12-15, Melbourne.

[17] Duguet, A., & Berthaud, J. (2021). Méthodes d’enseignement en cours magistral: une analyse exploratoire. Formation et profession, 29(3), 1-15.‏ DOI : 10.18162/fp.2021.673.

[18] Eissa, S., Sallam, R. M., Moustafa, A. S., & Hammouda, A. M. (2020). Large-scale application of case-based learning for teaching medical biochemistry: a challenging experience with positive impacts. Innovation and Education, 2(1), 1-19.

[19] Elhousni, Z., Laamech, J., Zerhane, R., & Idrissi, R. J. (2023). Difficulties in learning biochemistry: Case of 1st year medical students, Tangier. JETT, 14(1), 63-74.

[20] Erman, E., Liliasari, L., Ramdani, M., & Wakhidah, N. (2020). Addressing macroscopic issues: helping student form associations between biochemistry and sports and aiding their scientific literacy. International Journal of Science and Mathematics Education, 18, 831-853.‏DOI:https://doi.org/10.1007/s10763-019-09990-3.

[21] Espinosa, A. A., Verkade, H., Mulhern, T. D., & Lodge, J. M. (2020). Understanding the pedagogical practices of biochemistry and molecular biology academics. The Australian Educational Researcher, 47, 839-856.‏ DOI: https://doi.org/10.1007/s13384-019-00369-5.

[22] Etobro, A. B., & Fabinu, O. E. (2017). Students’ perceptions of difficult concepts in Biology in senior secondary schools in Lagos State. Global Journal of Educational Research, 16(2), 139-147.

[23] François, G., & Lise, G. (2021). Visions et obstacles de la différenciation pédagogique pour des enseignants secondaires débutants. Éducation et socialisation. Les Cahiers du CERFEE, 59. ‏https://doi.org/10.4000/edso.13775.

[24] Grenier, J., & Lagarde, M. (2002). La Technique du Groupe Nominale (TGN), une méthode de cueillette des données à connaître. In 023147 Actes du 12e Colloque de l'ARC. Association pour la recherche au collégial,.

[25] Guillemette, F. (2020). Passer du modèle transmissif à un modèle de l’apprentissage guidé. Enjeux et société, 7(2), 42-73.‏ https://doi.org/10.7202/1073360ar.

[26] Halmo, S. M., Sensibaugh, C. A., Bhatia, K. S., Howell, A., Ferryanto, E. P., Choe, B., & Lemons, P. P. (2018). Student difficulties during structure–function problem solving. Biochemistry and Molecular Biology Education, 46(5), 453-463.

[27] Harle, M., & Towns, M. H. (2013). Students' understanding of primary and secondary protein structure: Drawing secondary protein structure reveals student understanding better than simple recognition of structures. Biochemistry and Molecular Biology Education, 41(6), 369-376.

[28] Harris, D.E., Holyfield, L., Jones, L., Ellis, R., Neal, J. (2019). Research Methods. In: Spiritually and Developmentally Mature Leadership. Management, Change, Strategy and Positive Leadership. Springer, Cham. https://doi.org/10.1007/978-3-030-11175-5_4

[29] Hasanah, Q., & Ansyah, E. (2022). Learning Difficulties and Learning Expected by Students in the Biochemistry Course at Department of Science Education UIN Fatmawati Sukarno Bengkulu. TADBIR: Jurnal Studi Manajemen Pendidikan, 6(1), 1-12.‏ http://dx.doi.org/10.29240/jsmp.v6i1.4541.

[30] Jarmouni, M., Bellaihou, M., & Boulahfati, S. E. (2021). L’apprentissage de la physique-chimie en première année d’université au Maroc : entre difficultés et solutions. Revue Marocaine de l’Évaluation et de la Recherche en Éducation/N.‏ https://doi.org/10.48423/IMIST.PRSM/rmere-v6i6.27436.

[31] Juwita, R. , Kadarohman, A. Abdullah, N. and Munawaroh, H. S. H. (2023, December). Challenge in Biochemistry Courses: A Snapshot of Student Learning Difficulties. Jurnal Tadris Kimiya, 8(2), 123-132. https://doi.org/10.15575/jtk.v8i2.26611.

[32] Kounou, A. (2021). Travaux dirigés : Un outil pratique pour de meilleurs résultats scolaires. Consulted in https://ifemi.org/travaux-diriges-un-outil-pratique-pour-de-meilleurs-resultats-scolaires/, June 20, 2024.

[33] Kulak, V., & Newton, G. (2014). A guide to using case‐based learning in biochemistry education. Biochemistry and molecular biology education, 42(6), 457-473.

[34] Maguire, T., Garvey, L., Ryan, J., Olasoji, M., & Willets, G. (2022). Using the Nominal Group Technique to determine a nursing framework for a forensic mental health service: A discussion paper. International Journal of Mental Health Nursing, 31(4), https://doi.org/1030-1038.‏ 10.1111/inm.13023 .

[35] Mnguni, L., Schönborn, K., & Anderson, T. (2016). Assessment of visualisation skills in biochemistry students. South African Journal of Science, 112(9-10), 1-8.‏ https://doi.org/10.17159/sajs.2016/20150412.

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