EFFECTS OF COMPUTER ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY

ABSTRACT

This study was carried out to determine the effect of computer assisted instruction on secondary schools students‟ academic achievement.The sample of the study consisted of 117students.The sample consisted of the intact classes, one experimental group with 68 students and the other one as control group had 49 students. A random sampling technique using balloting method was used in selecting the two schools out of the 65 public secondary schools in Nassarawa Education Zone.Apre-test-post-test  quasi  experimental  design was used.The instrument used was Biology Achievement Test(CAT) and Biology Interest Rating Scale (CIRS) which were both validated and with reliability coefficients of0.75 and 0.78 respectively. The hypotheses stated were tested using t-test statistic sat P≤0.05levelof  significance.  Major findings of the study revealed that there is significance difference in the academic achievement and interest rating among secondary school students exposed to computer assisted instruction.But there is no  significance difference in the academic achievement and interest in Biology rating scale between male and female students exposed to computer assisted instruction.In the light of the findings from this study, the following recommendation was made among others. School authorities and government agency in charge of managing the affairs of secondary schools should make provision of computers and educations of twares and train teachers with the current development in theme thodology of teaching and learning Biology.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Biology is the study of living organisms, divided into many specialized fields that cover their morphology, physiology, anatomy, behavior, origin, and distribution (Wikipedia, 2016). Biology is a natural science concerned with the study of life and living organisms, including their structure, function, growth, evolution, distribution, identification and taxonomy. Modern biology is a vast and eclectic field, composed of many branches and sub-disciplines such as anatomy, entomology, ethology, veterinary science, mammalogy, primatology, zoology, entomology, etc. However, despite the broad scope of biology, there are certain general and unifying concepts within it that govern all study and research, consolidating it into single, coherent field. In general, biology recognizes the cell as the basic unit of life, genes as the basic unit of heredity, and evolution as the engine that propels the synthesis and creation of new species. It is also understood today that all the organisms survive by consuming and transforming energy and by regulating their internal environment to maintain a stable and vital condition known as homeostasis (Wikipedia, 2016).         

Biology is a science subject being taught at the senior secondary school. Biology teaching helps learners to understand  biological concepts,  principles  theories  and  laws. Among others,   the   objectives   of   teaching   biology   at secondary school level as stated by National Policy on  Education (2004)  involve  ability  of  the learners’  to  development  of  an  awareness  of  the environment,  to  have  meaningful  and  relevant knowledge in biology necessary for successful living in a scientific and technological world and to make room for technological advancement.

In view of the above, it would be observed that the  schools  are  not  only  to  equip  learners  with  basic  knowledge of biology content but also the practical  skills  needed  for  enhancing  self  development.  In  order to achieve this, the pedagogical approach which  is cent red on teachers’ method of imparting facts  and  concepts  of  the  subjects  is  important. The  implication is that biology teaching must be effective  and   meaningful   to   achieve   this   goal. The conventional instructional methods are not able to achieve these goals.   NTI (2008) remarked that the conventional instructional method is teacher centred while Adeyemi (2012) also commented  that  the conventional instructional method is characterized by emphasis   on   instructor   behavior   rather   than students’ behavior, minimal responses of students to the instructional materials and delayed feedback on students’ performance.