Effectiveness of ICT Course as Burden or Blessings based on Students’

Satisfaction: A Quantitative Study in JnU.’s biochemistry and molecular

biology Department
Course name: Communication & Information Technology
Course Code: MCJ 4101
4th year, 1st Semester

Supervisor
Mehnaz Hoque
Assistant professor
Mass Communication & Journalism
Jagannath University Dhaka

Submitted By
Khaled Saifullah (B180406024)
Md. Musaddir Hosen (B180406022)
Rezaul Karim (B180406023)
MD Sadman Hafez (B180406028)
Tasnim Tabassum Munmun (B180406056)
Alamgir Hossain (B180406010)
Fariha Nowshin Chinika (B180406065)

Submission date: 22.03.2023

 Chapter 1: Introduction

Information and communication technology (ICT) has transformed the way individuals
communicate, learn, work and conduct business. In the past two decades, ICT has become an
essential tool for all sectors of the economy, and its importance has continued to grow (Zhang &
Aikman, 2007). ICT education is crucial for students to acquire the necessary skills to operate and
utilize these technologies. That’s why computers began to be placed in schools in the early 1980s,
and several researchers suggest that ICT will be an important part of education for the next
generation too (Bransford, Brown & Cocking, 2000; Grimus, 2000; Yelland, 2001). This literature
review aims to provide insights into the importance of ICT education, and how it can contribute to
students’ personal and professional growth.

Modern technology offers many means of improving teaching and learning in the classroom
(Lefebvre, Deaudelin & Loiselle, 2006). ICT education can shape individuals' knowledge and
skills to operate in a digitally-driven world. The following section highlights the various benefits
of ICT education. Dawes (2001) said that new technologies have the potential to support education
across curricula and provide opportunities for effective communication between teachers and
students in ways that have not been possible before but now for the ICT. ICT can contribute as
follows_

1. Enhances Learning
ICT education can enhance the learning experience of university students. With the help of
digital technologies, students can access a vast range of learning resources, including
online lectures, e-books, educational apps, and multimedia materials. Additionally, ICT
tools such as interactive whiteboard, simulations, and online collaboration platforms can
make learning more engaging and interactive. The use of ICT in teaching can improve
students’ academic performance, increase their motivation, and enhance their critical
thinking skills (Kareem & Hussain, 2020).
2. Improves Employability
It can improve the employability of university students. In a rapidly changing work
environment, candidates who have the digital skills and knowledge to operate are required
by Employers. University students who have a solid understanding of ICT are more likely
to secure employment and earn higher salaries than those without. A study by McKinsey
 Global Institute (2018) found that the demand for digital skills is growing rapidly, and by
2030, up to 375 million workers worldwide may need to switch their occupational
categories and acquire new skills.
3. Enhances Communication
ICT education can help students communicate and collaborate with peers, professors, and
industry professionals, regardless of location. Online communication tools such as email,
instant messaging, social media platforms, and video conferencing enable students to
communicate and share information easily.
4. Promotes Innovation and Creativity
Digital technologies enable students to explore and experiment with new ideas and
solutions to problems. Students can use digital tools such as 3D printing, virtual reality,
and coding to develop new products, services, and solutions. ICT education can also help
students develop entrepreneurial skills, which are essential for starting and running a
successful business.

5. Improves Business Operations

ICT education can improve business operations by enabling individuals to understand and
utilize digital technologies to streamline processes and enhance productivity. ICT can be
used in various areas such as inventory management, customer service, and marketing,
among others, to improve efficiency and profitability.

According to Bingimlas, K. A. (2009), five factors influence the likelihood that good ICT learning
opportunities will develop in schools: ICT resourcing, ICT leadership, ICT teaching, school
leadership, and general teaching. Becta (2003) also indicated that the mode of using new
technology into education varies from curriculum to curriculum, place to place, and class to class,
depending on the ways in which it is applied.

Along with the described importance of ICT learning, there are also some crucial barriers.
Bingimlas, K. A. (2009) described it as follows: Lack of effective training, lack of accessibility,
lack of technical support, and lack of teacher competence & confidence are the major barriers in
ICT education.
1.2 The Purpose & Objective of This Paper:

The purpose of this paper is to investigate whether the ongoing ICT curricula in Jagannath
University’s Biochemistry & Molecular department have any scope for improvement on behalf of
students’ achievement and satisfaction after studying the course. As Volman, M. (2005), showed
that schools in the Western World invested a lot in ICT infrastructures over the last 20 years, and
students use computers more often and for a much larger range of applications, what is the current
situation of JnU’s B.M.B department in providing ICT facilitated teaching and opportunity.
Several studies reveal that students using ICT facilities mostly show higher learning gains than
those who do not use them (Kulik, 1994). This paper finding out the current atmosphere of the
B.M.B department’s provided facilities the learning & course satisfaction level outcome by the
students.

1.3 Research Question:

Study questions are the basic core of a project, around which the entire research is shaped and
evaluated. The research goals can be achieved by searching for answers to certain basic research
questions. Please refer to the questions for this analysis below:

The central research question of the study: What is the impact ICT course on Jagannath university
Biochemistry & Molecular students?

Additional questions related with research are given below:

1. What is ICT’s contribution to improve the education quality and learning outcome?

2. Is there any change in the usage of ICT after completing the Course?

2. What is enjoying learning during ICT class?

3. To what extend ICT facilities are in use of the students of higher education for academic
purpose?
 Chapter 2 Literature review

DEFINITION of ICT

Information and communication technologies (ICT) is defined as a diverse set of technological

tools and resources used to transmit, store, create, share or exchange information. These
technological tools and resources include computers, the Internet (websites, blogs and emails), live
broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies
(podcasting, audio and video players, and storage devices) and telephony (fixed or mobile,
satellite, vision/video-conferencing, etc.). (UNESCO, IIEP Learning Portal, 2009)

ICT in education makes the whole education system modern and significant. Bangladesh is ranked
the fifth in Asia to have used the internet most, with more than 80 million having internet access
as of December 2017, up from 0.1 million in 2000. National ICT policy of Bangladesh, framed in
2009, perceived ICT as means of holistic development of the nation. ICT based education for the
future needs to accommodate changing views of technology and its teaching, and changing views
of professional development. The National Education Policy, 2010 intended to bring necessary
reforms in curriculum, pedagogy and teachers' capacity building where ICT would be an effective
tool. (The daily sun, 28 March, 2019)

MASTER PLAN FOR ICT IN EDUCATION IN BANGLADESH (2012-2021)

In recent years, the Government of Bangladesh has passed major ICT and Education policies,
strategies and reforms, including the Education Policy 2010, the 7th Five Year Plan, the NFE Act
2014, the Non-Formal Education Policy 2006, as well as the ICT Policy 2015. UNESCO supports
the Government of Bangladesh in the advancement of ICT in Education in pursuit of Bangladesh’s
Vision 2021, Bangladesh’s national development agenda, the international Education 2030
Agenda, as well as the Sustainable Development Goals. As part of its support, UNESCO provides
technical assistance to the MoE, which has included the formulation of the Master Plan for ICT in
Education (2012 – 2021) in 2012 and 2013, as well as conducting the progress review of the Master
Plan in 2018. (Master plan in ICT Education, 2019)
This research examines how ICT is applied in the classroom, examination process, result
processing, skill developments and the impact of using ICT in improving quality of education at
universities of Bangladesh. This thesis argues that quality of education may be determined by the
performances of ICT within organization (University), and the performance of ICT in the external
Environment (Business Organization) that depend on practices of ICT in the university Education.
It attempts to uncover the factors and how these factors of internal Organizational environment
(universities) interactions are important for better performance Of ICT to enhance quality
education. The phenomena has been investigated using a mixed methods approach. The qualitative
Data are collected from important stakeholders: FGD with alumnus and in-depth interview with
employers. The survey has been conducted with teachers and students of the Universities. In this
study, mixed methods are applied to investigate the complex Phenomena from various
stakeholders’ points of view. (RAHMAN.M.Z.2021)

The increasing use of information and communication technology (ICT) in higher education has
been explored largely in relation to student experience of coursework and university life. Students’
lives and experience beyond the university have been largely unexplored. Research into student
experience of ICT used a validated model - The Technology Acceptance Model (TAM) - to explore
the influence of work and social/leisure contexts as well as course study, on attitudes towards and
take up of technology. The results suggest that usefulness and ease of use are key dimensions of
students’ attitudes towards technology in all three contexts but that ICT is perceived most
positively in the context of work and technology use at work is an important driver for technology
use in other areas. (Edmunds, R., Thorpe, M., & Conole, G. 2012).

The current study focuses on the conduct and effectiveness of ICT training courses within the
Jordanian education system. Interviews, questionnaires, direct classroom observations, and field-
notes of classroom practices were used for data collection. The findings suggest that ICT
professional development courses for teacher were helping them to improve their ICT skills and
knowledge. However, other finding highlighted problems regarding the conduct and the nature of
these courses including timing and modes of training, follow-up, teacher’s belief, school culture,
workload, and motivation, appeared to impact the effectiveness of training courses. (Abuhmaid,
A. 2011).
This review summarizes relevant research on the use of information and communication
technology (ICT) in education. Specifically, it reviews studies that have touched upon: (a) the
merits of ICT integration in schools; (b) barriers or challenges encountered in the use of ICT; (c)
factors influencing successful ICT integration; (d) in-service and pre-service teachers’ attitudes,
perceptions, and confidence in the use of ICT; and (e) the importance of school culture on the use
of ICT. This review discusses gaps in the literature and the directions in which the future studies
may address these gaps. (Fu, J. 2013).

The study described in this paper provides further understanding of the causes of attrition from
ICT courses by exploring the reasons students give for leaving their ICT courses. An online survey
of early leavers from four Australian universities was conducted. The results show that many
factors can contribute to the attrition of ICT students, and that for many students it is a combination
of issues that leads to their withdrawal. (Roberts, M. R., McGill, T., & Kopi, T. 2011)

Studying literature review on this research title “Effectiveness of ICT Education in under-
graduation level based on Students' Satisfaction: Blessing or Burden”? Researcher find out
inadequate research. There are researches on different field of ICT related study these are teachers
training of ICT, Technological development on ICT, Usefulness of ICT at social context, Uses of
ICT at academia based on foreign countries perspective.

ICT related research had done on the ICT facilities, skills, usage, and the problems faced by
students and impact of ICT on quality education in university.

We didn’t get research on ICT education as subject course in undergraduate level in Bangladesh.
In context of Bangladesh this study has not done before. Here is a research gap that ICT Course
outcome on university students.
 Chapter 3 Theoretical Framework

By the term, ‘Theoretical Framework’ implies that, which theories based upon a research will
complete. We complete our research work based on the ‘Uses and Gratification theory’.
Uses and Gratification theory

The main theme of uses and gratification theory is based on how audience use mass media to
search their desired information and gratify after collecting that information. In this theory
audience is active. Audience select their content from various options of media. Here audience
select which content is helpful for him from a lot of options.
Communication theorist Katz and his colleagues gathered all these process under a theory,
which we are calling ‘Uses and Gratification theory’ (Katz, Blumler & Gurevitch, 1974).

In this process audience will pick their desired content from various contents and gratify after
collecting that. In this whole process, from uses to gratification fall under in this theory.

Major aspects of this theory is-

 Audience have demand of information.

 Audience collect that information from media.
 Audience gratify using that information.
 Audience is active

In this research, we are trying to find out the satisfaction level of learning ‘Information and
Communication Technology’ in honours level. That means how valuable this course for the
students of honors level. To identify the satisfaction level ‘Uses and Gratification theory’ is
akin to this research. Under this theory, we can measure how fruitful this course to the
students after completing it. We can understand, how much gratify these students by using
this theory.
 Chapter 4 Methodology of the Study

4.1 Methodology of the Study

Methodology is not only deals with the way to collect data but also it considerate the concept of
theories which underlie the methods. The research method is important as it provides direction to
the selection of research techniques, participants and analysis categories (Merriam, 2002).
Researchers often make choices from many methodologies to guide their investigations (Crotty,
2005; Mackenzie & Knipe, 2006). The methodology used in the study includes study designs,
study place, sampling techniques, data collection techniques, research instruments, data analysis
methods and consent of participants, etc. In this study the researcher wants to explore the Students'
Perception of ICT course satisfaction: a survey on student of biochemistry and molecular biology
Jagannath University Dhaka.

The nature of this study is quantitative and primary methods have been used to collect data from
this study.

4.2 study population:

The study would aim to investigate the Students' Perception of ICT course satisfaction. Participants
would be recruited from biochemistry and molecular biology Jagannath University Dhaka. To be
eligible to participate in the study who are studying in biochemistry and molecular biology
Jagannath University Dhaka.

4.3Questionnaire design:

In this study, different tools will be developed by the researcher themselves. It is used for primary
data collection. The use of questionnaires is made to get data from respondents. Also, pre-final
questionnaires have been constructed, and a logical discussion regarding the questionnaire's
content has been made with the supervisor. The questions are close-ended. We got data by Simple
random sample method.

4.4 Data Processing and Analysis:

Theoretical presentations, competing presentations and the scenario summary are three widely
used data processing techniques. In data analysis, the most common technique is to follow the
theoretical declarations which lead to the case being studied. The underlying priorities and the
preparation and realization of the whole research are also focused solely on claims and questions
from current hypotheses or research question. The data were analyzed using a social survey
technique. The study of data assisted by the use SPSS, Excel, and word.

Chapter 5 Result and Discussion

5.1 Result:

Table 1: Respondents Gender:

Table 1 shows that more than half of the respondents (57.5%) were female and less than half
about (42.5%) of the respondents were male.

Figure 1: Respondents Gender:

Table 2: Respondent’s academic year:

Table 3: Verification of the use of ICT to support study:

Table 3 demonstrate the verification of the use ICT to support study. Highest (27.5%) of the
respondents think that usually ICT use support their study. (25.5%) of the respondents think that
sometimes ICT use support their study. (25.5%) of the respondents think that most of the time
ICT use support their study. While of respondents think that always ICT use support their study.

Figure 3: Verification of the use of ICT to support study:

Table 4: Respondent’s use ICT on daily basis:

Table 4 shows the students spent time uses ICT on daily basis. More than half of the respondents
(55.0%) spent 1-2 hour. Less than 1 hour time spent (20.0%) respondents. Above 6 hour time spent
(10.0%) respondents. 2-4 hour time spent (10.0%). And 4-6 hour time spent (5.0%) respondents.

Figure 4: Respondent’s use ICT on daily basis:

Table 5: the course has made adopt the latest development in ICT:
Table 5 shows the students ICT course has made adopt the latest development in ICT. More than
half of the respondents (55.0%) agree. (20.0%) respondents are neutral. (20.0%) respondents are
strongly agree. And (5.0%) respondents are disagree.

Figure 5: the course has made adopt the latest development in ICT:

Table 6: ICT course has improved learning effectiveness, quality:

Table 6 shows the students ICT course has improved learning effectiveness, quality. More than
half of the respondents (55.0%) agree. (15.0%) respondents are neutral. (20.0%) respondents are
strongly agree. And (10.0%) respondents are disagree.
Figure 6: ICT course has improved learning effectiveness, quality:

Table 7: Expected of an ICT course in this program:

Table 7 shows the Expected of an ICT course in this program. (35.5%) of the respondents are
think that it is fair enough. (32.5.0%) of the respondents are think that it is poor. (22.0%) of the
respondents are think that it is good. (2.5%) of the respondents are think that it is very good.
(7.5%) of the respondents are think that it is very poor.

Figure 7: Expected of an ICT course in this program:

Table 8: Compared own interest about ICT:

Table 8 shows students Compared own interest about ICT. (30.0%) of the respondents are think
that it is fair enough. (25.0%) of the respondents are think that it is poor. (35.5%) of the
respondents are think that it is good. (10.0 %%) of the respondents are think that it is very good.
(25.0%) of the respondents are think that it is very poor

Figure 8: Compared own interest about ICT:

Table 9: overall progress in learning:

Table 9 shows students overall progress in learning. (50.0%) of the respondents are think that it
is fair enough. (15.0%) of the respondents are think that it is poor. (32.5%) of the respondents are
think that it is good. (2.5 %%) of the respondents are think that it is very good.

Figure 9: overall progress in learning:

Table 10: computer skill:

Table 10 shows students computer skill. (50.0%) of the respondents are think that it is fair
enough. (22.5%) of the respondents are think that it is poor. (20.0%) of the respondents are think
that it is good. (2.5 %) of the respondents are think that it is very good. (5.0%) of the respondents
are think that it is very poor.
Figure 10: computer skill:

Table 11: The course gives a core understanding of information & communication
Technologies:

In Table 11, views on how the course gives a core understanding of information &
communication Technologies. (27.5%) respondents feel that they have not been able to course gives
a core understanding of information & communication Technologies. (27.5%) respondents feel
that they have not been able to course gives a core understanding of information & communication
Technologies. (30.0%) respondents feel that they have not been able to course gives a core
understanding of information & communication Technologies. (15.0%) respondents feel that they
have not been able to course gives a core understanding of information & communication
Technologies.

Figure 11: The course gives a core understanding of information & communication
Technologies:
Table 12: Enjoy Learning:

According to table 12, the desire to express views and opinion on enjoy learning level. Most
respondents (47.2%) feel that student learning have well. (22.5%) respondents feel that students' learning
have fair. (7.5%) %) respondents feel that students' learning have poor. (20.0%) %) respondents feel that
students' learning have very good. (2.5%) %) respondents feel that students' learning have very poor.

Figure 12: Enjoy Learning:

Table 13: level of change in the usage of ICT after completing the course:

Table 13 provides a detailed idea of the progress of students' usage of ICT after completing the
course. Respondents (35.0%) feel that students' learning has fair changed in the usage of ICT
after completing the course. Respondents (40.0%) feel that students' learning has good changed
in the usage of ICT after completing the course. Respondents (17.5.0%) feel that students'
learning has poor changed in the usage of ICT after completing the course. Respondents (5.0%)
feel that students' learning has very good changed in the usage of ICT after completing the
course. Respondents (1.0%) feel that students' learning has very poor changed in the usage of
ICT after completing the course.

Figure 13: level of change in the usage of ICT after completing the course:

Table 14: Teacher Lecture:

In Table 14, views on Teacher Lecture are presented. Highest respondents (42.2%) feel that
teacher has been able to provide fair lecture. Second highest respondents (35.5%) feel that
teacher has been providing good lecture. respondents (7.5%) feel that teacher has not been
providing good lecture. respondents (10.0%) feel that teacher has been providing very good
lecture. respondents (5.0%) feel that teacher has been providing very poor lecture.

Figure 14: Teacher Lecture:

Table 15: class discussions and debates:

Table 15 Demonstrate that class discussions and debates. Highest (37.5%) of the respondents
think that class lecture & debates is fair. Second Highest (27.5%) of the respondents think that
class lecture & debates is good. (17.5%) of the respondents think that class lecture & debates is
poor. (2.5%) of the respondents think that class lecture & debates is very good. (15.5%) of the
respondents think that class lecture & debates is very poor.

Figure 15: class discussions & debates:

Table 16: Research project during course:

Table 16 Demonstrate that Research project during course. Highest (42%) of the respondents
think that Research project during course is very poor. Second Highest (20.0%) of the
respondents think that Research project during course is poor. (17.5%) of the respondents think
that Research project during course is fair. (15.0%) of the respondents think that Research
project during course is good. (5.0%) of the respondents think that Research project during
course is very good.

Figure 16: Research project during course:

Table 17: Measures of university has provided enough facilities to study ICT:

Table 17 highlight the issue of university has provided enough facilities to study ICT. If yes then
how much well equipped was the study environment. More than half (57.5%) of respondents think
university has provided less equipped facilities to study ICT, (22.5%) of respondents think university
has provided fair equipped facilities to study ICT. (12.5%) of respondents think university has
provided better equipped facilities to study ICT, (7.5%) of respondents think university has provided
not equipped facilities to study ICT.
Figure 17: Measures of university has provided enough facilities to study ICT:

Table 18: satisfied with the internet service in class room:

Table 18 highlight the issue of satisfied with the internet service in class room. Less than half
(45.5%) of respondents think that not at all internet service in class room. (32.5%) of respondents
think that fair internet service in class room. (10.0%) of respondents think that somewhat internet
service in class room. (12.5%) of respondents think that very internet service in class room.

Figure 18: satisfied with the internet service in class room:

Table 19: ICT Necessary for a biochemist career:

At Table 19, the respondent opined to ICT c necessary for a biochemist career, all of respondents
(100%) agree that ICT Necessary for a biochemist career.

Table 20: Recommend to the teacher to redesign course:

At Table 20, all of respondents (100%) agree that Course should be redesign.

5.2 Discussion:

ICT is a transitional that includes the use of computers, internet and other telecommunication
technologies in all aspect of human enterprise (Bandele, 2006). For enhancing the quality
education for transformation of individual which in turn help, to boast national economy ICT
works as a tool. Therefore, ICT must be implemented fully in the educational system
(Tinuoye&Adogbeji, 2013).

National ICT policy of Bangladesh (2009) considered ICT as means of holistic development of
the nation. The Policy intended to bring necessary reforms in curriculum, pedagogy and teachers'
capacity building where ICT would be an effective tool. When governments' focus is more on
primary, secondary and higher secondary level, ICT education in graduation level couldn’t catch
proper attention. In this situation, the effectiveness of ICT courses provided by the universities
remain in dark for most of the time. This study shows that majority of the respondents stated that
the course couldn’t give a core understanding of information and communication technologies
itself. They marked average on teachers lecture, class discussions & debates and maeked research
projects as very poor. Majority claimed the facilities provided by the university to study ICT is not
equipped as necessity. Almost half of the students has expressed their concern that they don't get
sufficient internet connection in their classrooms. All of them have agreed that ICT and ICT
related course is necessary for building career as biochemists or in the field of their academic
study. They have agreed too on the point that the syllabus is not sufficient and the course should
be redesigned.

6 Chapter Conclusion:

The importance of ict is increasing day by day in this modern era. This is also important in various
phases of education for biochemistry and molecular biology students. The results we show here
tell a disappointing story. The students encounter many barriers to improve icts skills. In our study,
we have worked on the various aspects of the course. We find that the latest adoption of ict in this
course isn’t satisfactory level. For this reason, students can’t improve their skills properly. The
students aren’t getting what they expect from this Course. The facilities aren’t enough for the
student’s .The university authority should provide more facilities. Besides the teachers should
redesign the course. The teaching-learning process in the classroom should be improved. After
doing these changes, we can hope that the use of ICT will enhance the personal and professional
skills of the students

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Acknowledgment

We would like to express our gratitude to Almighty for giving me the strength and patience to
complete this study. We would especially like to thank my honorable supervisor, Mehnaz Hoque
Assistant professor Mass Communication & Journalism Jagannath University Dhaka for providing
guidance at every step and help to complete this work. Without her guidance, completion of this
study would not have been possible. We would also like to thank our supervisors for helping us
and providing us with crucial information for this study. Our endeavor will come true if the actual
purpose of this study becomes fulfilled
 Appendix: Questionnaire

Effectiveness of ICT Course as Burden or Blessings based on Students’ Satisfaction: A

Quantitative Study in JnU.’s biochemistry and molecular biology Department

Dear participant,
This questionnaire is to determine the student of Department of biochemistry and molecular
biology at Jagannath University expectations & satisfaction with the ICT course. The
information you provide will be used only for research purpose, & your identity will be kept
confidential. Please give your honest opinion. It will take 7/8 minutes.

1. Your current academic year:  1st Year  2nd Year  3rd Year  4th Year  Master’s

2. What is your gender?  Male  Female

3. Have you studied any ICT/ Computer Basic course in your undergrade program?
 Yes NO
4. Do you use ICT to support your study?
 Never
Sometimes
Usually
Most of time
Always
5. Do you think ICT course will improve your learning effectiveness & quality?
Strong Agree
Agree
Neutral
Disagree
Strong disagree
6. How would you appreciate the following characteristics of the teaching materials used in
this course?
Very poor poor fair good Very good
Level of
relevance
(compared to
what is     
expected of
 a ICT course
in your
program)
Level of
relevance
(compared to
your own     
interests)
Very poor poor fair good Very good

Level of
student     
engagement
Level of
intellectual
challenge for     
yourself

7. How would you appreciate the quality of each of the following teaching methods that the
ICT’S teacher applied during this course?

Very poor poor fair good Very good N/A

Teacher
lecture      

Class
discussions      
and debates
Solving
study cases      
Being asked
to held      
presentations
in front of
the class
Research
projects (e.g.      
conducting a
survey)
Developing
digital     
projects (e.g.
a short
video)
8. How would you appreciate your overall learning results at the end of this course?
Very poor poor fair good Very good
Your grades
    
Your
computer     
skills
Your overall
progress in     
learning
how to learn

9. Do you find any content in the ICT course that you think it might be necessary for a
biochemist career?
Yes No

10. Would you recommend to the teacher to improve this course?

Yes No
11. Do u think that the syllabus should redesign?

Yes No