Effectiveness of Computer-Assisted Instruction and Conventional Instructional Approaches on High School Student Performance in Cellular Respiration

Ebenezer Ato Baiden; Samuel Agbene

doi:10.58421/misro.v1i3.41

DOI:

https://doi.org/10.58421/misro.v1i3.41

Authors

Ebenezer Ato Baiden University of Education, Winneba
Samuel Agbene University of Cape Coast

Keywords:

Computer-assisted instruction, Conventional teaching approach,, Cellular respiration., Academic achievement,

Abstract

This study examined the effects of computer-aided instruction (CAI) and conventional teaching methods on high school biology performance. He was randomly selected from each of his two schools to take two science courses. An unequal, quasi-experimental, pre-test, and post-test design were used. Students in the experimental group used their CAI to learn cellular respiration (a biological concept), while the control group learned the same cellular respiration using a conventional approach. Independent and paired-samples t-tests were used to analyze pre-and post-test results for both experimental and control groups. Results showed that students taught using the traditional approach performed better on the post-test than those taught using the CAI. However, students in the experimental group performed better after being instructed to use the CAI. The results also showed that underperforming students performed better after being tutored at CAI. This indicates that CAI is more effective in teaching underperforming students.

Downloads

Download data is not yet available.

Author Biography

Samuel Agbene, University of Cape Coast

Department of Science Education

References

K. Ofuebe, “Science teaching and learning in Nigerian schools,” University of Lagos, 2007.

T. Ambuno, A. Egunifomi, and C. Osakwe, “Some earliest problems of Science education in Nigeria,” J. Sci. Teach. Assoc. Niger., vol. 15, no. 10, pp. 185–193, 2008.

B. Emmanuel and A. A. Frank, “The Science Topics Perceived Difficult by Junior High School Students at Techiman North District: Effects on the teaching and learning of Science.,” Imp. J. Interdiscip. Res., vol. 3, 2016.

A. Çimer, “What makes biology learning difficult and effective : S tudents ’ views,” Educ. Res. Rev., vol. 7, no. 3, pp. 61–71, 2012, doi: 10.5897/ERR11.205.

A. B. Etobro and O. E. Fabinu, “Students’ perceptions of difficult concepts in biology in senior secondary schools in Lagos state,” Glob. J. Educ. Res., vol. 16, no. 2, p. 139, 2017, doi: 10.4314/gjedr.v16i2.8.

A. O. Paul, “Dealing with biology students’ fear of genetics: computer assisted instruction (CAI) to the rescue,” Educ. Res., vol. 9, no. 4, pp. 105–117, 2018.

G. Mwanda, S. Mwanda, R. Midigo, and J. Maundu, “Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya,” Int. J. Educ. Cult. Soc., vol. 2, no. 6, p. 165, 2017, doi: 10.11648/j.ijecs.20170206.12.

A. N. Duyilemi, A. M. Olagunju, and O. J. Olubukola, “Effects of Computer Simulation Package , Gender and Parental Education on Nigerian Secondary School Students ’ Attitude Towards Biology,” Conf. Proc. 21st Century Acad. Forum Conf. Harvard, vol. 1, pp. 114–136, 2014.

D. C. Moos and E. Marroquin, “Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered,” Comput. Human Behav., vol. 26, no. 3, pp. 265–276, May 2010, doi: 10.1016/J.CHB.2009.11.004.

Y. Ameyaw and L. Sarpong, “Integrating ICT in the Pedagogical Skills of Teachers in some Basic Schools in the Ga South District in the Greater-Accra Region of Ghana,” J. Educ., vol. 1, no. 1, pp. 1–9, 2011.

D. Elliot, D. Wilson, and S. Boyle, “Science learning via multimedia portal resources: The Scottish case,” Br. J. Educ. Technol., vol. 45, no. 4, pp. 571–580, 2014, doi: 10.1111/bjet.12085.

Ezeaghasi, N. E. and Obochi, and M. Uchechukwu, “Impact of Simulation Models on Students’ Achievement and Retention of Cell Division Concept in Colleges of Education in North West, Nigeria,” J. Sci. Technol. Educ., vol. 6, no. 3, pp. 37–39, 2018.

K. A. Owusu, K. A. Monney, J. Y. Appiah, and E. M. Wilmot, “Effects of computer-assisted instruction on performance of senior high school biology students in Ghana,” Comput. Educ., vol. 55, no. 2, pp. 904–910, 2010, doi: 10.1016/j.compedu.2010.04.001.

P. Dela Ahiatrogah, M. B. Madjoub, and B. Bervell, “Effect of Computer Assisted Instruction on the Achievement of Basic School Students in Pre-Technical Skills,” Acad. J. Interdiscip. Stud., no. January, 2013, doi: 10.5901/ajis.2013.v2n1p77.

J. W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. California: SAGE Publications, Inc, 2009.

J. J. Shaughnessis, E. B. Zechmeister, and J. Zechmeister, Research Methods in Psychology, 4th ed. Boston: McGraw - Hill, 1997.

J. G. Ampiah, “Students’ Psychosocial Perception of Science Laboratory Environments in Ghanaian Senior Secondary Schools,” Ife Psychol., vol. 13, no. 1, pp. 136–151, 2005.

T. Kausar, B. N. Choudhry, and A. A. Gujjar, “A comparative study to evaluate the effectiveness of computer assisted instruction (cai) versus class room lecture (crl) for computer science at ics level,” Turkish Online J. Educ. Technol., vol. 7, no. 4, pp. 19–28, 2008.

S. H. Khan, “Impact of Computer Assisted Instruction on Academic Achievement of Secondary School Students of Biological Sciences,” Sch. Res. J. Humanit. Sci. English Lang., vol. 7, no. 34, pp. 9026–9042, 2019.

U. Effiong, “Effects of Computer Assisted Multimedia Instruction on Senior Secondary School Students ’ Achievement In Biology In Two Educational Zones of Niger State , Nigeria , West Africa,” 2018.