This study sought to determine the effects of Computer
Assisted Instruction (CAI) on students’ achievements in Biology. To guide the study, three research questions were asked and
three hypotheses formulated.The study adopted
a quasi-experimental design, because there was no randomization of subjects
into experimental and control groups. The study was conducted in secondary
schools in Abakaliki Education Zone of Ebonyi State. Simple random sampling was
used to select two secondary schools from two Local Government Areas in the
education zone. From these two schools drawn for the study, all the SS1 students in each
of the two schools were used as sample for the study. A total of 303
senior secondary school students (SS1) composed the sample of the study. A 30-item multiple choice test called Biology
Achievement Test (BAT) was developed for the purpose of data collection.The
research questions were answered usingmean and standard deviation, while the
hypotheses were tested at 0.05 level of significance using analysis of
covariance (ANCOVA). Findings from the study revealed that, Computer Assisted
Instruction (CAI) is an effective instructional method for teaching biology.
The students in the experimental group who were taught some contents in biology
using Computer Assisted Instruction (CAI) as a method of instruction achieved better in BAT (20.41 ± 3.770) than their
counterparts in the control group who were taught using the conventional
classroom instruction (17.87 ± 2.998). The
result of the hypotheses also indicated that there was a significant difference
between the achievements of the students in the experimental and control groups
(F=43.392, р=0.000), in favour of the students in
the experimental group. The result of the study also revealed that the female
students in the experimental group achieved slightly better in BAT (20.53 ± 4.230) than
their male counterparts (20.28 ± 3.248) in the
same group, however, there was no significant difference between their mean
achievements (F= 0.380, р= 0.539). Another finding of the study showed that there was
no significant effect of interaction (F= 0.000, р=0.990) between teaching method and gender on students’
achievements in Biology. In view of the findings of the study, it was
recommended that necessary attention should be accorded CAI as a method of instruction,
government should provide computer facilities in secondary schools for teaching
and learning, and teachers should employ the use of CAI for their instructions.
TABLE OF
CONTENTS
Title i
Approval ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of contents
List of tables x
CHAPTER ONE: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 7
1.3 Purpose of the Study 8
1.4 Significance of the Study 8
1.5 Scope of the Study 9
1.6 Research Questions 9
1.7 Research Hypotheses 10
CHAPTER
TWO: REVIEW OF RELATED
LITERATURE 11
2.1 Conceptual Framework 12
2.1.1 Biology and its
Roles 12
2.1.2 Roles of Computer in Education 14
2.1.3 Overview of Computer Assisted
Instruction (CAI) 16
2.1.4 Benefits of CAI 18
2.1.5 Limitation of CAI 20
2.2 Theoretical Framework 22
2.2.1 Constructivist Theory 22
2.3 Review of Related Empirical
Studies 25
2.3.1 Performance of Biology Students in
the Past 25
2.3.2 Effects of Computer Assisted
Instruction on Students’ Achievements in Science Subjects 26
2.3.3 Gender Related Differences in
Secondary School Students’ Achievements 27
2.4 Summary of Literature Review 29
CHAPTER
THREE: METHODOLOGY 30
3.1 Research Design 30
3.2 Area of the Study 30
3.3 Population of the Study 31
3.4 Sample and Sampling Technique 32
3.5 Instruments
for Data Collection 33
3.6 Validation of the Instrument 34
3.7 Reliability
of the Instrument 35
3.8 Experimental Procedure 35
3.9 Control of Extraneous Variables 36
3.10 Method of Data Collection 37
3.11 Method of Data Analysis 38
CHAPTER
FOUR: RESULTS 39
Research Question One: 39
Table 1: Mean achievement scores of the
students exposed to CAI and the conventional classroom instruction method (CCI) 39
Research Question Two: 40
Table 2: Mean achievement scores of male
and female students exposed to CAI. 40
Research Question Three: 41
Table 3: Mean achievement scores of the
students showing the interaction effects between treatment and gender. 41
Hypothesis One: 41
Table 4: ANCOVA results showing the effects
of treatment on the mean achievement scores of the students in Biology. 42
Hypothesis Two: 42
Table 5: ANCOVA results showing the effects
of gender on the mean achievement scores of the students exposed to CAI in
Biology. 43
Hypothesis Three: 43
Table 6: ANCOVA results showing the
interaction between method and gender on the mean achievements of the students
in Biology. 44
Summary of Findings 44
CHAPTER
FIVE: DISCUSSION OF FINDINGS,
EDUCATIONAL IMPLICATIONS RECOMMENDATIONS, LIMITATIONS, SUGGESTIONS FOR FURTHER
STUDIES, SUMMARY OF THE STUDY AND CONCLUSION 46
5.1 Discussion of Findings 46
5.1.1Effects of
Computer Assisted Instruction (CAI) on Cognitive Achievement in Biology 46
5.1.2Effects of Gender on Students’
Achievement in Biology when Exposed to CAI 48
5.1.3.
Interaction Effect between Method and Gender on Students’ Achievements 49
5.2 Educational Implications 50
5.3 Recommendations 51
5.4 Limitations of the Study 52
5.5 Suggestions for Further Study 53
5.6 Summary of the Study 53
5.7 Conclusion 57
REFERENCES 59
APPENDICES 65
LIST OF
TABLES
Table 1: Mean achievement scores of the students
exposed to CAI and the conventional classroom instruction method (CCI) 40
Table 2: Mean achievement scores of male and
female students exposed to CAI. 41
Table 3: Mean achievement scores of the students
showing the interaction
effects between treatment and gender. 42
Table 4: ANCOVA results showing the effects of
treatment on the mean achievement scores of the students in Biology. 43
Table 5: ANCOVA results showing the effects of gender
on the mean achievement scores of the students exposed to CAI in Biology. 44
Table 6: ANCOVA results showing the interaction
between method and gender
on the mean achievements of the students in Biology. 45
Biology is the study of living organisms,
divided into many specialized fields that cover their morphology, physiology,
anatomy, behaviour, 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 centred 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
theconventional instructional
method is characterized by emphasis on
instructor behaviour rather
than students’ behaviour,
minimal responses of students to the
instructional materials and delayed feedback on students’ performance.
In order to facilitate
the achievement of such goals,the recent
moves of information
revolution and knowledge explosion
in technology have
brought about changes in the
educational system. Technology is utilized in enhancing instruction thus
shifting from teacher centred conventional
methods attitude have increased across
many countries and have proved tobe
effective. Ochoyi and Ukwumunu (2008) reported that the use and increasing
growth of technology in the classroom
provides new opportunities for deliveryof
instruction. Educators utilizing technology
to enhanced instruction have
increased in number across a
variety of disciplines
and the method
has beenproven to be effective. Research has indicated that technology
in the classroom
can be useful
in pedagogy management
and an effective
teachingenhancement. Technology
has been described
by Abimbade, Aremu & Adedoja (2003) as a systematic and
integrated organization of
man, machine, ideaand
procedure to achieve a desire goal. Over the years, various machines have been invented by man in technology. The major
and most influentialtechnology in the last millennium is the introduction of computer.The introduction of computer in education has not only being found to improved access to learning by all and quality knowledge delivery; its applicationhas also being in the teaching-learning process. This may improve students’ achievement in
some subjects such as biology where students’ performance is very low. Students’ performance
in biology hasconsistently
been reportedly low over the years in Nigeria
especially in public examinations
such as senior
secondary school certificate
examination (WAEC Chief
Examiners’ Report, 2010).
Hayes and
Robins (2010) found
that the use of
computer based
instruction is effective
on the achievement of pre-service teachers as well as
their attitude towards computer
instruction. In similar study, Ogunleye (2007) also noted that computer in
expands pedagogical resources available to teachers in science classroom thus supporting teaching. The implication of
this is that
the introduction of computer
in the delivery of biology instruction as a science subject in classroom may improve the quality of
pedagogical delivery and students’
learning outcome.
It has also been commonly accepted
and proven that information and
communication (ICT) is the engine of the 21st century and beyond as it will chart the economy of
developing countries. Therefore,
the integration of computer which
is the major
and most influential technology
in the last
millennium into education especially in the
classroom could be
beneficial in building students’
capacity in technology.
Human capacity building has
been described by
Tachiki (2012) as the process
of equipping individuals with the
understanding, skills, and access to information, knowledge and training that enables
them to perform effectively in an
information society. The use of Computer Assisted
Instruction in sciences especially biology would
encourage exposure and
capacity building in
understanding, skills, knowledge
and access to information in the technology world. Such capacity building will encourage social
technological relevance and
sustainable development of
the country.
The potential benefits of Computer
Assisted Instruction (CAI) cannot be underestimated in the contemporary world.
CAI is defined as a teaching process directly involving the computer in the
presentation of instructional materials in interactive mode to provide the
controlled, individualized learning environment for each individual student.
These interactive modes according to Splittger (2009) are usually subdivided
into drill and problem solving. There is a plethora of established findings on
the instructional value of computer, particularly in advanced countries. There
are now several CAI packages on different subjects. It is obvious that the
current trend in research all over the world is the use of computer facilities
and resources to enhance students’ learning. This may be the reason why
Handelsman, Ebert-May, Beichner, Bruns & Chang (2014) opined that “many
exercises that depart from traditional method are now readily accessible on the
web” (p. 521), even though teachers do not use these facilities. They further
showed that the interactive approaches to lecturing significantly enhance
learning.
Gender issues have been linked with
performance of students in academic tasks in several studies but without any
definite conclusion. But there is a general conclusion that general imbalance
exist in computer use, access, career and attitude. Some studies revealed that
male students perform better than the females in physics, chemistry, and
biology (Danmole, 2008; Novak & Mosunda, 2011; Okeke & Ochuba, 2006)
while others revealed that female students are better off than males (Kelly,
2008; Wonzencreaft, 2013). Some studies such as those of Bello (2010) did not
find any form of influence being exerted by gender on students’ academic
performance in the sciences. Gender factor on the use of CAI has also been of
interest to researchers. Collazos, Guerrero, Llana, and Oetzel, (2007) examined
gender influence on collaborative use of computer based communication. They
found that group with minority women had low index of collaboration compared to
homogenous group and group with majority women.
Spence (2014) found no significant
influence of gender on the achievement of college students in mathematics when
they were exposed to mathematics courseware in online and traditional learning
environment. However, female online learners were significantly less likely to
complete the course compared to their traditional female counterpart or male
online counterparts. In a review of studies on access, use, attitude, and
achievement with computer, Kirkpatrick and Cuban (2008) concluded that when
female and male students at all levels of education had the same amount and
types of experiences on computers, female achievement scores and attitudes are
similar in computer classes and classes using computer.
Inspite of the benefits of the introduction of computer
in presenting science learning/materials, studies have shown that it is not yet widely used in Nigerian science classrooms. This study therefore seeks to investigate the effects of Computer Assisted Instruction (CAI) on the achievements of secondary
school students in Biology in
Abakaliki Education Zone of Ebonyi State.
The appalling condition of students’ achievement in
biology may be attributed to lack of interest on the part of the learners which
is as a result of poor method of teaching adopted by the teacher (Eze, 2006).
Despite the outstanding positive effect of educational aids to instructional
activities, teachers still insist only on the use of conventional approach to
instruction, which has led to students lack of interest, attention and active
participation in the teaching and learning exercise which might be responsible
for the poor academic performance of students generally. Hence they have not
been able to impact fully on biology achievement. This
situation therefore, calls for exploration of the effectiveness of other
teaching-learning techniques, which have been found effective in some other
subjects like physics, mathematics, and chemistry. One of such techniques is
the use of computer assisted instruction (CAI) package.
Therefore,
the problem of this study posed as a question is: how would CAI affect the
academic achievements of students in biology in secondary schools?
The main purpose of the study was to
ascertain the effects of Computer Assisted Instruction (CAI) on students’
achievement in Biology. Specifically, the study sought to determine:
i.
The effects of CAI on
secondary school students’ achievement in biology.
ii.
The effects of CAI on the
achievement of male and female students in biology.
iii.
The
interaction effects of teaching method and gender on students’ achievement in
biology.
The results of the study will be of
utmost importance to students, teachers, biology educators, curriculum planners
and the Ministry of Education.
To
the students, the findings of this study will be useful as it will enable them
to develop manipulative skills which will reinforce their comprehension of
Biology concepts, improve their achievement in Biology, as well as develop in
them an appreciation for computer. It will also expose them to varieties of
teaching methods, which also reinforces learning.
The
results of this will also guide teachers on whether to separate instructional
techniques for male and females. This study would contribute empirical research
information through provision of an insight into other subject areas as to know
whether to use CAI or not. This would motivate teachers that are computer
literate to strive and equip them with the knowledge of computer usage in
education.
The
findings of this study when published would also guide the Ministry of
Education and curriculum planners/developers on whether to recommend CAI for
biology instruction in Nigerian secondary schools.
This
study is focused on determining the effects of Computer Assisted Instruction
(CAI) on students’ achievement in biology in Abakaliki Education Zone of Ebonyi
State. The study also sought to investigate the effects of CAI on the
achievement of male and female students in biology, as well as the interactive
effects of treatment (CAI) and gender on the achievements of students in
biology.
The following research questions guided
this study:
1.
What are the effects of
Computer Assisted Instruction (CAI) on students’ achievements in biology?
2.
What are the effects of
Computer Assisted Instruction (CAI) on the achievements of male and female students
in biology?
3.
What are the interaction
effects between teaching method and gender on students’ achievements in
biology?
The following hypotheses were test at 0.05 level of significance:
HO1: There
is no significant difference in the mean achievement of students exposed to
Computer Assisted Instruction (CAI) and the conventional classroom instruction
(CCI) in biology.
HO2: There
is no significant difference in the mean achievement of male and female
students in biology exposed to Computer Assisted Instruction (CAI).
HO3:
There is no significant interaction effect between teaching method and gender
on the mean achievement of students in biology.
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