Perceptions of teaching-learning activities

  Summary of Mapulanga & Bwalya (2024)

Background & Existing Knowledge The effectiveness of teaching-learning activities is crucial for students' success in achieving learning outcomes. Perceptions held by teachers and learners about the teaching process play a significant role in determining its effectiveness. Disparities in these perceptions can negatively impact the efficiency of the teaching and learning process.

New Insights from This Study

• The study found that teachers prioritize activities like demonstrating and giving daily life examples, while students prefer activities like group work and discussions.

• While both teachers and students value different teaching methods, there are discrepancies in what they perceive as most useful for learning.

Practical Applications

• Bridging the Perception Gap: Educators should be aware of the potential for differences in how they and their students view teaching activities and adjust their behavior accordingly.

• Encouraging Student-Centered Learning: Teachers should incorporate more student-centered activities to increase student engagement and align with their preferences.

• Fostering Critical Self-Reflection: Knowing the reasons for perceptual discrepancies can help teachers become more critical of their own teaching and make necessary adjustments to their use of teaching-learning activities.

Conclusion This study extends knowledge about teaching-learning activities in biology education by comparing teachers' and students' perceptions and provides insight into the importance of aligning teaching methods with student perspectives for better educational outcomes.

Reference Mapulanga, T., & Bwalya, A. (2024). Teachers' and students' perceptions of teaching-learning activities used in secondary school biology classrooms: a comparative study. Cogent Education, 11(1), 2372144. doi: 10.1080/2331186X.2024.2372144.

Suggested Citation Ross, E. M., & Malar, D. B. J. (2025). Perceptions of teaching-learning activities. Excellent Educator, 2(18), 1.