EFFECTS OF COMPUTER-ASSISTE INSTRUCTIONAL PACKAGE ON THE ACHIEVEMENT OF CELLULAR RESPIRATION AMONG SENIOR SCHOOL STUDENTS IN IBADAN, NIGERIA

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dc.contributor.authorODEKUNLE, Olusegun Tayo
dc.date.accessioned2019-04-05T07:21:04Z
dc.date.available2019-04-05T07:21:04Z
dc.date.issued2018
dc.description.abstractThe 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 9 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/1689
dc.language.isoenen_US
dc.publisherUniversity of Ilorinen_US
dc.subjectCOMPUTER-ASSISTE INSTRUCTIONAL PACKAGEen_US
dc.subjectConventional Method of Instructionen_US
dc.subjectscore levelsen_US
dc.subjectschool typesen_US
dc.subjectCellular respirationen_US
dc.subjectAcademicen_US
dc.subjectAchievementen_US
dc.subjectGenderen_US
dc.titleEFFECTS OF COMPUTER-ASSISTE INSTRUCTIONAL PACKAGE ON THE ACHIEVEMENT OF CELLULAR RESPIRATION AMONG SENIOR SCHOOL STUDENTS IN IBADAN, NIGERIAen_US
dc.typeArticleen_US

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