Comparative effects of technology-enhanced teaching on secondary school students' achievement and engagement in genetics in Kwara State
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Date
2025
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Publisher
Department of Educational Technology, University of Ilorin, Nigeria.
Abstract
Persistent low achievement in biology across Nigerian secondary schools underscores the failure of
traditional lecture-based instruction. This quasi-experimental study investigated the effects of
interactive methods, including Demonstration, Projection, Integrated, and a Control, on the
achievement and engagement of 300 SS2 students in genetics across three Local Government Areas
(LGAs) in Kwara State, Nigeria. A pretest-posttest design was used, with data analysed via descriptive
statistics and ANOVA. Results revealed a significant main effect of teaching method on
achievement, F(3, 288) = 12.45, *p* < .001, and engagement, F(3, 288) = 15.23, *p* < .001. The
Projection method yielded the highest achievement (M = 71.0, SD = 7.6), while the Integrated method
fostered the highest engagement. Significant method-by-LGA interactions (p < .010) highlight the role
of context. The study concludes that the effectiveness of teaching methods depends on both pedagogical
goals and local infrastructure, advocating for context-sensitive implementation of technology-enhanced
strategies in genetics instruction.
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Keywords
Teaching methods, academic achievement, student engagement, educational technology, secondary education, Nigeria
Citation
Olawale, A. C., & Ibironke, E. S. (2025). Comparative effects of technology-enhanced teaching on secondary school students' achievement and engagement in genetics in Kwara State. Nigerian Journal of Educational Technology (NiJET), 5(2), 111-121. Published by the Department of Educational Technology, University of Ilorin, Nigeria. Available at https://nijet.org/index.php/nijet/issue/view/2