Abstract:

This work presents an initial evaluation of academic performance in the compulsory course Cell Signaling (BI2225) within the Degree in Biochemistry and Molecular Biology at Universitat Jaume I (Spain). The study analyzes two consecutive academic years (2024–2025 and 2025–2026) with the aim of assessing the suitability of teaching methodologies and materials in relation to student learning outcomes.

The course is structured following a blended, student-centered approach that integrates lectures with active learning strategies, including seminars, problem-based activities, and laboratory sessions. The assimilation of theoretical content was assessed via a standardized multiple-choice examination, while continuous assessment components were used to evaluate practical competencies and transversal skills.

Results show consistent trends across both academic years. Continuous assessment activities (seminars and laboratory work) yielded high and homogeneous performance, suggesting strong student engagement and effective development of applied skills. In contrast, the written examination revealed greater variability, reflecting differences in the assimilation of theoretical content. Topic-level analysis identified specific areas of difficulty, particularly in complex subjects such as the involvement of proteolysis and programmed cell death in cell signaling processes, while improvements in other sections were associated with targeted modifications in teaching materials.

These findings highlight the effectiveness of active learning and continuous assessment in improving student performance, while also emphasizing the need for pedagogical refinement in the delivery of complex theoretical content. The study supports the implementation of evidence-based teaching strategies and ongoing evaluation processes to enhance learning outcomes in higher education STEM programs.

Keywords:

Cell signaling, active learning, higher education, assessment, learning outcomes, STEM education.