Abstract

Purpose: This study aimed to compare the effectiveness of different teaching methods used in undergraduate Biostatistics courses and examine how instructional approaches influence student performance, engagement, and perceptions. It also sought to identify key predictors of Biostatistics achievement. Method: A comparative research design was used with a sample of 200 undergraduate students equally divided between a traditional lecture method group (Method A) and an alternative teaching method group (Method B). Data were collected through performance scores, validated engagement and perception scales, and demographic information. Analyses included descriptive statistics, ANOVA, t-tests, and multiple regression using SPSS. Reliability of scales ranged from 0.84 to 0.91. Findings: Results showed that students taught through the alternative teaching method scored significantly higher in Biostatistics performance, reported greater engagement, and held more positive perceptions of instructional effectiveness. ANOVA confirmed significant performance differences between methods, and regression analysis identified teaching method, engagement, perception, attendance, and prior GPA as significant predictors of student achievement. Originality/Implications: This research contributes empirical evidence supporting active-learning and student-centered pedagogies in quantitative education. The findings highlight the need for instructors and curriculum designers to adopt interactive, application-based teaching approaches to improve learning outcomes in Biostatistics and related subjects.