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.