Impact of Animated Computer-Assisted Instruction on Biology Achievement in Niger State: Post-COVID-19 Teaching Solution
Keywords:
Computer Assisted Instruction, Animation in Education, Biology Academic Performance, Interactive Learning Methods, Post-COVID-19 Teaching Strategy
Abstract
This research explored the impact of computer-assisted instruction (CAI) with animation on the academic performance of biology students in Niger State, designed as a post-COVID-19 strategy to enhance teaching and learning. The study utilized an experimental design, focusing on Senior Secondary II (SSII) students. Participants were selected using a simple random sampling method, which included schools, class groups, and students, resulting in two equivalent groups of 30 students each (15 males and 15 females). The instrument's reliability was verified using the PPMC formula, producing a coefficient value of 0.75. Data analysis was conducted using Analysis of Variance (ANOVA) to test the hypotheses. The results revealed that the first null hypothesis was rejected, while the second was accepted. The study highlighted that incorporating CAI with animation as a teaching aid significantly improved students' academic achievements in biology. This enhancement was attributed to the integration of traditional teaching approaches with effective instructional materials, which created a more engaging and interactive learning environment. The findings recommend implementing CAI with animation software across all senior secondary schools to boost students’ understanding and performance in biology and other science subjects. Such an approach addresses educational challenges exacerbated by the pandemic while fostering dynamic and effective learning experiences.
Downloads
References
Ahmed, M. A., & Abimbola, I. O. (2011). Influence of teaching experience and school location on biology teachers' rating of the difficulty levels of nutrition concepts in Ilorin, Nigeria. JOSTMED, 2(7), 52–61
Akpomedaye, E. (2019). Assessment of information and communication technology application in the teaching of office technology and management students in delta state polytechnics. International Journal of Social Sciences and Humanities, 3(3), 18–27. https://doi.org/10.29332/ijssh.v3n3.342
Abanyam, F. E., & Terkuma, G. E. (2021). Utilization of computer assisted instruction (CAI) for effective teaching and learning of financial accounting in senior secondary schools in Benue State, Nigeria. Asian Journal of Assessment in Teaching and Learning, 11(2), 42–55.
Ahmed, S. T. S., Qasem, B. T. A., & Pawar, S. V. (2020). Computer-Assisted Language Instruction in South Yemeni Context: A Study of Teachers’ Attitudes, ICT Uses and Challenges. International Journal of Language Education, 4(1), 59–73.
Ayotola, A., & Abiodun, S. (2010). Computer animation and the academic achievement of Nigerian senior secondary school students in biology. Journal of the Research Center for Education Technology (RCET), 6(2), 148–161.
Biswas, S., Sukla, S., Biswas. S. (2020) Critical Reviews in Microbiology, 46, 182-193.
Federal Republic of Nigeria (FRN,2009). National teacher education policy. Abuja: Federal; Ministry of Education.
Gambari, I. A. (2010). Effects of Computer-Supported Cooperative Learning Strategies on the Performance of Senior Secondary Students in Physic as in Minna, Nigeria. Unpublished PhD. Thesis, University of Ilorin, Nigeria.
Gana, A.S., Shaba, S.Z. and Tsado, E.K. (2013) Principal Component Analysis of Morphological Traits in Thirty-Nine Accessions of Rice (Oryza sativa L.) Grown in a Rainfed Lowland Ecology of Nigeria. Journal of Plant Breeding and Crop Science, 5, 120-126.
Gimba, R., Hassan, A., Abdulrahman, M., & Bashir, A. (2014). Effects of Computer Assisted Instructional Package On achievement and Interest of Senior Secondary School Students in Mathematics in Bida Metropolis, Niger State, Nigeria. Sokoto Educational Review, 15(1), 10. https://doi.org/10.35386/ser.v15i1.147
Ige, O. A., & Hlalele, D. J. (2017). Effects of computer-aided and blended teaching strategies on students’ achievement in civic education concepts in mountain learning ecologies. Education and Information Technologies, 22, 2693–2709.
Kareem, A. A. (2015). Effects of computer assisted instruction on students’ academic achievement and attitude in biology in Osun State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 6(1), 69–73.
Lovelace, K., Sisodiya, S. R., O’Neill, M., Baker-Eveleth, L., & Lee, T. (2010). An Integrative Approach to Teaching International Business. Journal of the Academy of Business Education, 11.
Nsofo, C. C. (2010). Effects of Improvised Instructional Media on Secondary School Students’ Achievement in Biology Concepts in Niger State. An Unpublished Ph.D. Thesis, Department of Science Education, Federal University of Technology, Minna
Sanyay, R. S. (2010). An Integrative Approach to Teaching International Business. Journal of the Academy of Business Education
Yusuf, M. O., & Afolabi, A. O. (2010). Effects of Computer Assisted Instruction (CAI) on Secondary School Students’ Performance in Biology. Turkish Online Journal of Educational Technology-TOJET, 9(1), 62–69.
Yilmaz, A., & Kabak, S. (2021). Perceived physical literacy scale for adolescents (PPLSA): validity and reliability study. International Journal of Education and Literacy Studies, 9(1), 159–171.
Published
How to Cite
Issue
Section
Copyright (c) 2024 Ibrahim Ismaila Kuta, C. S. Tukura, Yahaya Fatima, Fati Ali, Abdulkadir Ndatsu

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.