Abstract:
The study focuses on enhancing biophysics education for students from disadvantaged backgrounds. The research outlines the
challenges these students face, particularly their struggles with mastering traditional pedagogical methods and problem-solving
in biophysics. A three-step problem-solving strategy comprising strategy development, implementation, and evaluation
was introduced to improve their understanding and application of biophysics concepts. It compares the performance of cohorts
from 2010, 2012, and 2013, revealing significant improvements in students' problem-solving abilities after implementing the
intervention in 2012 and 2013. The results show marked increases in comprehension, procedural adherence, and cognitive
engagement in post-intervention assessments. The strategy helped students transition from a novice to a more expert level of
problem-solving, leading to better performance in biophysics. Eventually, it concludes that this structured problem-solving
approach can foster greater conceptual understanding and academic success, especially for students from resource-constrained
environments. The findings underscore the potential for targeted pedagogical interventions to bridge educational gaps and
support the academic growth of underprivileged students.
