The effects of usage of sequential teaching method on the academic achievement and retention level of students in area of biological sciences or biochemistry

The aim of the paper is to show the application of teaching methods used in the teaching process in teaching the content area of biological sciences or biochemistry, as well as their empirical confirmation by measuring the achievements of the student. Intentional causes for this paper to be written can be found in the fact that in our teaching practice empirical studies that aim to entrust successful application of contemporary models of learning and teaching are extremely rare, which is especially the case in teaching the area of natural sciences, or, more precisely, biology. Institutions of higher education and training within the European Union offer their own proposals for the modernization of the educational process in our schools, but only as examples and ideas that need to be upgraded to suit the conditions of our teaching practice. Models of learning and instruction for teaching biology that will be proposed in this paper rely on the achievements of teaching practice and compatible teaching subject in the countries of the European Union under the title “Science" and “Primary science". The purpose of this paper is to determine the effects of usage of sequential teaching method on the academic achievement and retention level of students. Three student groups of biology students in University “Goce Delcev”, Faculty of Natural and Technical Sciences, Institute of Biology, - Stip, R. Macedonia were offered a topic on general characteristics of Proteins: Their Biological Functions and Primary Structure with different sequences of 3 teaching methods. The teaching methods were Laboratory method (student experiment), slide demonstration and lecture method