How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention

Paul Chidoka Chikezie

doi:doi:10.11648/j.ri.20250101.12

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How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention

Paul Chidoka Chikezie^*

Published in Research and Innovation (Volume 1, Issue 1)

Received: 1 October 2025 Accepted: 11 October 2025 Published: 3 December 2025

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Abstract

The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of theoretical and practical laboratory skill development, which is a preparatory ground for higher academic exercise in research and future career pursuits in healthcare, biotechnology, or research in the life sciences. Most of the student participants in this class setting are populated by young adult international students who are in their first year of study in the life sciences. They are sociable and exuberant, as well as enthusiastic about learning. Because the class is mostly populated by students from diverse social-cultural backgrounds, it suggests that they will exhibit a broad worldwide view and traits for the multidisciplinary nature of the life sciences. They have prior knowledge of basic science subjects, and therefore, the students are expected to integrate and apply their prior knowledge of the basic science subjects in solving problems related to more complex and specific topics in life sciences at the undergraduate level of study. By their nature, the categories of students at this level of study are sociable and enthusiastic. Therefore, the students are expected to thrive in their academic activities through group discussions and collaborative learning where they are encouraged to share their diverse perspectives on working through the module topics and problem-solving skills. By incorporating interactive teaching methods, scaffolding instruction, and retrieval practices, educators can create a supportive learning environment and enhance student engagement and knowledge retention.

Published in	Research and Innovation (Volume 1, Issue 1)
DOI	10.11648/j.ri.20250101.12
Page(s)	10-14
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Knowledge Retention, Innovative/Active Teaching and Learning Strategies, Undergraduate Students

References

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[3]	Bligh, D. A. (2000) What’s the use of lectures? San Francisco, CA: Jossey-Bass.
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[5]	Farley, J. Y., Risko, E. F. and Kingstone, A. (2013) ‘Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering’, Frontiers in Psychology, 4(619), pp. 1-9.
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[7]	World Government Summit (2016) Gamification and the future of education. Available at: https://www.worldgovernmentsummit.org/docs/default-source/publication/2016/gamification/gamification_en.pdf?sfvrsn=b710f0a_2
[8]	Glynn, S. M., Duit, R. and Thiele, R. B. (1995) ‘Teaching science with analogies: A strategy for constructing knowledge’, in Glynn, S. M. and Duit, R. (eds.) Learning science in the schools: Research reforming practice. Mahwah, NJ: Erlbaum, pp. 247-273.
[9]	Jeong, S., Clyburn, J., Bhatia, N. S., McCourt, J. and Lemons, P. P. (2022) ‘Student thinking in the professional development of college biology instructors: An analysis through the lens of sociocultural theory’, CBE-Life Sciences Education, 21(2), ar30. https://doi.org/10.1187/cbe.21-01-0003
[10]	Jiwane, A. (2019) ‘Enhancing the retention of lectured information for higher education students through note-taking skills’, International Journal of Engineering and Management Research, 9(5), pp. 80-92. https://doi.org/10.31033/ijemr.9.5.1
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[12]	Kinsella, G. K., Mahon, C. and Lillis, S. (2017) ‘Using pre-lecture activities to enhance learner engagement in a large group setting’, Active Learning in Higher Education, 18(3), pp. 231-242. https://doi.org/10.1177/1469787417715205
[13]	Kumar, J. V. and Revathy, A. (2023) ‘Project-based learning: A catalyst for student engagement and holistic learning’, Journal of Project Management, 1, pp. 1-10.
[14]	MIT Teaching + Learning Lab (no date). How to teach: Help students retain, organise and integrate knowledge. Available at: https://tll.mit.edu/teaching-resources/how-to-teach/help-students-retain-organize-and-integrate-knowledge/
[15]	Moravec, M., Williams, A., Aguilar-Roca, N. and O’Dowd, D. K. (2010) ‘Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class’, CBE-Life Sciences Education, 9, pp. 473-481.
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[21]	Tight, M. (2018) Student retention and engagement in higher education. Department of Educational Research, Lancaster University. Available at: https://eprints.lancs.ac.uk/id/eprint/131095/1/tight.pdf

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Chikezie, P. C. (2025). How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention. Research and Innovation, 1(1), 10-14. https://doi.org/10.11648/j.ri.20250101.12

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ACS Style

Chikezie, P. C. How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention. Res. Innovation 2025, 1(1), 10-14. doi: 10.11648/j.ri.20250101.12

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AMA Style

Chikezie PC. How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention. Res Innovation. 2025;1(1):10-14. doi: 10.11648/j.ri.20250101.12

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@article{10.11648/j.ri.20250101.12,
  author = {Paul Chidoka Chikezie},
  title = {How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention
},
  journal = {Research and Innovation},
  volume = {1},
  number = {1},
  pages = {10-14},
  doi = {10.11648/j.ri.20250101.12},
  url = {https://doi.org/10.11648/j.ri.20250101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ri.20250101.12},
  abstract = {The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of theoretical and practical laboratory skill development, which is a preparatory ground for higher academic exercise in research and future career pursuits in healthcare, biotechnology, or research in the life sciences. Most of the student participants in this class setting are populated by young adult international students who are in their first year of study in the life sciences. They are sociable and exuberant, as well as enthusiastic about learning. Because the class is mostly populated by students from diverse social-cultural backgrounds, it suggests that they will exhibit a broad worldwide view and traits for the multidisciplinary nature of the life sciences. They have prior knowledge of basic science subjects, and therefore, the students are expected to integrate and apply their prior knowledge of the basic science subjects in solving problems related to more complex and specific topics in life sciences at the undergraduate level of study. By their nature, the categories of students at this level of study are sociable and enthusiastic. Therefore, the students are expected to thrive in their academic activities through group discussions and collaborative learning where they are encouraged to share their diverse perspectives on working through the module topics and problem-solving skills. By incorporating interactive teaching methods, scaffolding instruction, and retrieval practices, educators can create a supportive learning environment and enhance student engagement and knowledge retention.
},
 year = {2025}
}

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TY  - JOUR
T1  - How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention

AU  - Paul Chidoka Chikezie
Y1  - 2025/12/03
PY  - 2025
N1  - https://doi.org/10.11648/j.ri.20250101.12
DO  - 10.11648/j.ri.20250101.12
T2  - Research and Innovation
JF  - Research and Innovation
JO  - Research and Innovation
SP  - 10
EP  - 14
PB  - Science Publishing Group
UR  - https://doi.org/10.11648/j.ri.20250101.12
AB  - The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of theoretical and practical laboratory skill development, which is a preparatory ground for higher academic exercise in research and future career pursuits in healthcare, biotechnology, or research in the life sciences. Most of the student participants in this class setting are populated by young adult international students who are in their first year of study in the life sciences. They are sociable and exuberant, as well as enthusiastic about learning. Because the class is mostly populated by students from diverse social-cultural backgrounds, it suggests that they will exhibit a broad worldwide view and traits for the multidisciplinary nature of the life sciences. They have prior knowledge of basic science subjects, and therefore, the students are expected to integrate and apply their prior knowledge of the basic science subjects in solving problems related to more complex and specific topics in life sciences at the undergraduate level of study. By their nature, the categories of students at this level of study are sociable and enthusiastic. Therefore, the students are expected to thrive in their academic activities through group discussions and collaborative learning where they are encouraged to share their diverse perspectives on working through the module topics and problem-solving skills. By incorporating interactive teaching methods, scaffolding instruction, and retrieval practices, educators can create a supportive learning environment and enhance student engagement and knowledge retention.

VL  - 1
IS  - 1
ER  -

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Author Information

Paul Chidoka Chikezie

School of Sciences, Coventry University, Coventry, United Kingdom

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http://orcid.org/0000-0001-5066-724X

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Chikezie, P. C. (2025). How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention. Research and Innovation, 1(1), 10-14. https://doi.org/10.11648/j.ri.20250101.12

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ACS Style

Chikezie, P. C. How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention. Res. Innovation 2025, 1(1), 10-14. doi: 10.11648/j.ri.20250101.12

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AMA Style

Chikezie PC. How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention. Res Innovation. 2025;1(1):10-14. doi: 10.11648/j.ri.20250101.12

Copy | Download

@article{10.11648/j.ri.20250101.12,
  author = {Paul Chidoka Chikezie},
  title = {How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention
},
  journal = {Research and Innovation},
  volume = {1},
  number = {1},
  pages = {10-14},
  doi = {10.11648/j.ri.20250101.12},
  url = {https://doi.org/10.11648/j.ri.20250101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ri.20250101.12},
  abstract = {The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of theoretical and practical laboratory skill development, which is a preparatory ground for higher academic exercise in research and future career pursuits in healthcare, biotechnology, or research in the life sciences. Most of the student participants in this class setting are populated by young adult international students who are in their first year of study in the life sciences. They are sociable and exuberant, as well as enthusiastic about learning. Because the class is mostly populated by students from diverse social-cultural backgrounds, it suggests that they will exhibit a broad worldwide view and traits for the multidisciplinary nature of the life sciences. They have prior knowledge of basic science subjects, and therefore, the students are expected to integrate and apply their prior knowledge of the basic science subjects in solving problems related to more complex and specific topics in life sciences at the undergraduate level of study. By their nature, the categories of students at this level of study are sociable and enthusiastic. Therefore, the students are expected to thrive in their academic activities through group discussions and collaborative learning where they are encouraged to share their diverse perspectives on working through the module topics and problem-solving skills. By incorporating interactive teaching methods, scaffolding instruction, and retrieval practices, educators can create a supportive learning environment and enhance student engagement and knowledge retention.
},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - How to Devise Effective Teaching Strategies for Engaging Level Four Undergraduate Students and Enhancing Knowledge Retention

AU  - Paul Chidoka Chikezie
Y1  - 2025/12/03
PY  - 2025
N1  - https://doi.org/10.11648/j.ri.20250101.12
DO  - 10.11648/j.ri.20250101.12
T2  - Research and Innovation
JF  - Research and Innovation
JO  - Research and Innovation
SP  - 10
EP  - 14
PB  - Science Publishing Group
UR  - https://doi.org/10.11648/j.ri.20250101.12
AB  - The life sciences cover subject areas such as biochemistry, anatomy, physiology, biology, and genetics. In their first year of study, undergraduate students undertake a comprehensive study of these areas of specialisation, imbibing the basic concepts of life processes. In broad terms, level 4 of the study curriculum in the life sciences is a mix of theoretical and practical laboratory skill development, which is a preparatory ground for higher academic exercise in research and future career pursuits in healthcare, biotechnology, or research in the life sciences. Most of the student participants in this class setting are populated by young adult international students who are in their first year of study in the life sciences. They are sociable and exuberant, as well as enthusiastic about learning. Because the class is mostly populated by students from diverse social-cultural backgrounds, it suggests that they will exhibit a broad worldwide view and traits for the multidisciplinary nature of the life sciences. They have prior knowledge of basic science subjects, and therefore, the students are expected to integrate and apply their prior knowledge of the basic science subjects in solving problems related to more complex and specific topics in life sciences at the undergraduate level of study. By their nature, the categories of students at this level of study are sociable and enthusiastic. Therefore, the students are expected to thrive in their academic activities through group discussions and collaborative learning where they are encouraged to share their diverse perspectives on working through the module topics and problem-solving skills. By incorporating interactive teaching methods, scaffolding instruction, and retrieval practices, educators can create a supportive learning environment and enhance student engagement and knowledge retention.

VL  - 1
IS  - 1
ER  -

Copy | Download