Does the Adoption of Innovative Teaching Approaches Improve the Performance of Biotechnology Educators? Evidence from Malaysian Higher Educational Institutes

Abdulrahman Tuameh
School of Languages, Literacies and Translation, Universiti Sains Malaysia.
Joseph Johari
Department of Chemical and Biological Engineering, University of Sheffield, Sheffield, UK

DOI:https://doi.org/10.5912/jcb1899

Abstract:

The paper aims to analyze whether adopting innovative teaching approaches can improve the performance of biotechnology educators in Malaysian higher educational institutes. Two innovative learning approaches, flipped classroom, and online learning, are empirically tested using a quantitative research methodology with a cross-sectional design. The sample consisted of 215 biotechnology educators from Malaysian higher educational institutions who were asked about their perception of the impact of flipped learning and online learning on their performance. Data were analyzed through structural equation modeling to test the hypothesis. The findings showed that flipped learning and online learning significantly influence the performance of biotechnology educators in Malaysia. Innovative learning approaches must be promoted in Malaysian educational institutes to increase the student-teacher interaction confidence of teachers and strengthen pedagogical methods. The study contributes to the limited literature on the performance of biotechnology educators in Malaysia and provides practical implications for policymakers, educational institutes, and educators.