KAIZEN AND 5S METHODOLOGY: EFFECTS ON BIOCHEMICAL KNOWLEDGE AND PEDAGOGICAL READINESS OF FUTURE BIOLOGY TEACHERS

Abstract

The aim of the study was to evaluate the effectiveness of the Kaizen technology, supplemented by the 5S methodology. The study utilized a quasi-experimental design with pre- and post-testing and a control group. The sample comprised 120 undergraduate biology teacher trainees assigned to experimental and control groups. Data were collected using a biochemistry achievement test, a biochemistry knowledge organization scale, and a pedagogical readiness questionnaire. The results of the independent samples t-test showed that the scores on knowledge formation (t = 4.87, p < 0.001), conceptual understanding (t = 5.21, p < 0.001), and pedagogical readiness (t = 6.34, p < 0.001) were statistically significantly higher in the experimental group compared to the control group. The findings suggest that incremental learning, continuous feedback, reflective practice, and systemic organization are key strategies for promoting the development of cognitive and professional competencies of future biology teachers. The scientific value of this study lies in its substantiation of the effectiveness of integrating Kaizen technology and 5S methodology into the training of future biology teachers, thereby expanding existing approaches to organizing biochemistry education. The practical significance of this work lies in the potential use of the proposed learning model in developing educational programs, improving biochemistry teaching, and enhancing the professional development of future teachers.