EFFECTS OF COMPUTER-ASSISTE INSTRUCTIONAL PACKAGE ON THE ACHIEVEMENT OF CELLULAR RESPIRATION AMONG SENIOR SCHOOL STUDENTS IN IBADAN, NIGERIA
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Date
2018
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University of Ilorin
Abstract
The West African Examinations Council Chief Examiners’ reports showed
that performance in Biology at the senior school certificate level has not been
encouraging. Studies in Biology have affirmed that the method employed by
teachers could be responsible for the poor performance, and students’ inability to
attempt questions on cellular respiration. The use of Computer-Assisted Instruction
(CAI) has been shown to be an effective teaching strategy that could improve
students’ achievement in biology. The objectives of this study were to investigate:
(i) effects of Computer-Assisted Instructional Package (CAIP) on students’
achievement in cellular respiration (ii) the influence of gender, (iii) score level, (iv)
school type, and (v) their interaction effects on the students’ achievement when
exposed to CAIP.
A quasi-experimental, pretest, posttest, and control group, involving a
2x2x2x3 design was adopted for the study. Fourteen research hypotheses were
formulated and tested. Four intact classes, involving 107 Senior School (SS) One
students (48 males and 59 females) from two public and private secondary schools,
were purposively sampled in Ibadan, Oyo State, Nigeria. A CAIP and an
Achievement Test on Cellular Respiration (ATCR) were used for data collection,
after validation. ATCR had a reliability co-efficient of 0.84, determined using
Cronbach’s alpha method. Mean score, standard deviation, t-test and ANCOVA
were used to analyse the data collected.
Findings of the study were that:
(i) the achievement of the SS students exposed to CAIP on cellular respiration
and those taught with Conventional Method of Instruction (CMI) indicated a
significant difference, in favour of students taught with CAIP, F(1, 104) =
133.22, p< 0.05;
(ii) no significant difference existed in the achievement of the students, based on
gender.
(iii) there was a significant difference among high, medium, and low scoring
students taught cellular respiration using CAIP, in favour of the
experimental group, F(2, 39) = 5.38, p< 0.05;
(iv) there was a significant difference in the achievement of students in public
and private schools taught cellular respiration with CAIP, in favour of the
experimental group, F(1, 40) = 0.18, p< 0.05;
(v) there was a significant interaction effect of treatment and score levels;
gender and school type on the achievement of SS students exposed to CAIP,
F(2, 101) = 8.07, p<0.05; F(1, 102) = 4.04, p<0.05, respectively.
The study concluded that CAIP enhanced the achievement of students from
the participating public and private schools, and low scoring students benefitted the
most from CAIP. This implies that, exposing students to CAI as an instructional
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strategy, helps them to understand cellular respiration better than those exposed to
CMI. The study recommended, that a CAIP, like the one used for this study,
should be made available for teachers’ and students’ use in our secondary schools
for effective teaching-learning process.
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Keywords
COMPUTER-ASSISTE INSTRUCTIONAL PACKAGE, Conventional Method of Instruction, score levels, school types, Cellular respiration, Academic, Achievement, Gender