New Perspectives in Science Education

This study explores the effectiveness of the Lee teaching strategy in enhancing the understanding of biology among secondary-grade students in Saudi Arabia. The Lee strategy, known for its student-centred approach, encourages active participation, critical thinking, and collaborative learning, essential for mastering complex biological concepts. The study employed a mixed-methods approach, combining quantitative assessments of student performance with qualitative feedback from both students and teachers.

The research was conducted over a semester in several secondary schools in Riyadh, Saudi Arabia. A control group received traditional lecture-based instruction, while the experimental group was taught using the Lee strategy. Pre- and post-tests were administered to measure the students' knowledge and retention of key biology topics.

Results indicated a significant improvement in the experimental group's understanding and retention of biological concepts compared to the control group. Additionally, students reported increased engagement and motivation, attributing their improved learning outcomes to the interactive and collaborative nature of the Lee strategy. Teachers also noted a more dynamic classroom environment and greater ease in identifying and addressing student misconceptions.

This study suggests that the Lee teaching strategy can be an effective tool for biology education in Saudi secondary schools, particularly in fostering a deeper understanding of scientific concepts and promoting active learning. The findings support the adoption of student-cantered teaching methodologies in the Saudi educational system to better prepare students for higher education and careers in the sciences.