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Project – Effects of Computer Assisted Instructions on Secondary School Students Academic Achievement in Biology

Project – Effects of Computer Assisted Instructions on Secondary School Students Academic Achievement in Biology

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Project – Effects of Computer Assisted Instructions on Secondary School Students Academic Achievement in Biology

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

The use of Computer Assisted Instructions (CAI) in education has been a topic of interest for many researchers. One of the areas where CAI has been applied is in the teaching of Biology in secondary schools. According to a study by Sorgo (2010), CAI has been found to significantly improve students’ academic achievement in Biology. The study involved a comparison of students who were taught using traditional methods and those who were taught using CAI. The results showed that the students who were taught using CAI performed better in their exams.

In a similar study, Kulik and Kulik (1991) found that CAI had a positive effect on students’ academic achievement in Biology. The study involved a meta-analysis of 254 controlled evaluation studies. The results showed that students who were taught using CAI scored an average of 0.30 standard deviations higher on the achievement tests than students who were taught using traditional methods. This suggests that CAI can be an effective tool for improving students’ academic achievement in Biology.

However, not all studies have found positive effects of CAI on students’ academic achievement in Biology. For example, a study by Clark (1983) found no significant difference in the academic achievement of students who were taught using CAI and those who were taught using traditional methods. This suggests that the effectiveness of CAI may depend on other factors, such as the quality of the CAI program and the way it is implemented.

In addition to these empirical studies, there have been several theoretical discussions on the potential effects of CAI on students’ academic achievement in Biology. For example, Mayer (2005) argued that CAI can enhance students’ learning by providing them with interactive, multimedia content that can help them understand complex biological concepts. However, Mayer also noted that the effectiveness of CAI depends on the design of the CAI program and the way it is used in the classroom.

Despite the mixed findings, there is a general consensus among researchers that CAI has the potential to improve students’ academic achievement in Biology. According to a review by Waxman and Huang (1993), CAI can enhance students’ learning by providing them with immediate feedback, allowing them to learn at their own pace, and enabling them to visualize complex biological processes. However, Waxman and Huang also noted that more research is needed to determine the best ways to implement CAI in the classroom.

However, the effectiveness of CAI may depend on various factors, such as the quality of the CAI program and the way it is implemented. Therefore, educators should be careful when implementing CAI in the classroom and should consider these factors to ensure that CAI is used effectively.

1.2. Statement of the Problem

The problem of low academic achievement in Biology among secondary school students in Nigeria has been a persistent issue. Despite the efforts made by educators and policymakers, the problem persists (Adeyemo, 2010). The traditional methods of teaching, which are predominantly teacher-centered, have been identified as one of the main reasons for this low achievement (Okebukola, 2007).

The introduction of Computer Assisted Instructions (CAI) in the educational system has been suggested as a potential solution to this problem. CAI is a teaching method that uses computer technology to deliver educational content, and it has been found to improve students’ academic performance in various subjects (Alabi, 2012). However, the effectiveness of CAI in improving Biology achievement in Nigerian secondary schools is still unclear.

Some studies have shown positive effects of CAI on students’ academic achievement in Biology (Okebukola, 2007), while others have found no significant difference between CAI and traditional teaching methods (Adeyemo, 2010). This inconsistency in findings suggests that there may be other factors influencing the effectiveness of CAI in Biology education.

Furthermore, the implementation of CAI in Nigerian schools faces several challenges. These include lack of adequate computer facilities, lack of trained teachers, and poor electricity supply (Alabi, 2012). These challenges may limit the effectiveness of CAI in improving students’ Biology achievement.

Paragraph 5: There is also a lack of research on the long-term effects of CAI on students’ academic achievement in Biology. Most studies have focused on the immediate effects of CAI, neglecting its potential long-term benefits or drawbacks (Okebukola, 2007).

Therefore, there is a need for more comprehensive research to determine the effectiveness of CAI in improving Biology achievement among secondary school students in Nigeria. This research should consider the challenges of implementing CAI in Nigerian schools and the potential long-term effects of CAI on students’ academic achievement.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the effects of Computer Assisted Instructions on Secondary School Students Academic Achievement in Biology. The specific objectives of the are:

  1. To determine the impact of Computer Assisted Instructions (CAI) on the academic achievement of secondary school students in Biology.
  2. To assess the difference in academic performance between students who receive CAI and those who receive traditional teaching methods in Biology.
  3. To evaluate the effectiveness of CAI in improving students’ understanding and retention of Biology concepts.
  4. To explore the students’ attitudes and perceptions towards the use of CAI in Biology learning.

1.4. Research Questions

The research questions are buttressed below:

  1. How does the use of Computer Assisted Instructions (CAI) impact the academic achievement of secondary school students in Biology?
  2. Is there a significant difference in academic performance between students who receive CAI and those who receive traditional teaching methods in Biology?
  3. How effective is CAI in improving students’ understanding and retention of Biology concepts?
  4. What are the students’ attitudes and perceptions towards the use of CAI in Biology learning?

1.5.  Research Hypothesis

The hypothetical statement of the study is buttressed below:

HO: Computer Assisted Instructions (CAI) has no significant impact on the academic achievement of secondary school students in Biology.

H1: Computer Assisted Instructions (CAI) has significant impact on the academic achievement of secondary school students in Biology.

1.6.  Significance of the Study

The study on the effects of Computer Assisted Instructions (CAI) on secondary school students’ academic achievement in Biology holds significant value in the realm of education. It aims to provide a comprehensive understanding of how technology can be leveraged to enhance learning outcomes, particularly in the field of Biology.

The significance of this study lies in its potential to contribute to the existing body of knowledge on the effectiveness of CAI in teaching and learning. It could provide empirical evidence on whether CAI can improve students’ academic performance in Biology, a subject that is often considered challenging due to its complex concepts and terminologies.

Furthermore, this study could shed light on the comparative effectiveness of CAI and traditional teaching methods. By assessing the difference in academic performance between students who receive CAI and those who receive traditional teaching methods, the study could provide insights into which method is more beneficial for students’ learning in Biology.

The study also holds significance in evaluating the effectiveness of CAI in improving students’ understanding and retention of Biology concepts. If proven effective, CAI could be a valuable tool for educators to enhance students’ comprehension and recall of Biology concepts, thereby improving their overall academic performance.

Additionally, by exploring students’ attitudes and perceptions towards the use of CAI in Biology learning, the study could provide valuable insights into students’ acceptance and readiness for technology-assisted learning. These insights could guide educators and policymakers in designing and implementing CAI in a way that is most beneficial for students.

Lastly, the findings of this study could have broader implications for the field of education. They could inform the development of effective teaching strategies and educational policies that incorporate technology, thereby contributing to the advancement of education in the digital age.

1.7.  Scope of the Study

The study examines the effects of Computer Assisted Instructions on Secondary School Students Academic Achievement in Biology. The study is limited to selected Secondary Schools in Ikorodu LGA. Lagos.

1.8.  Operational Definition of Terms

Effect: In the context of this study, effect refers to the result or outcome of a cause, in this case, the impact of Computer Assisted Instructions on students’ academic achievement.

Computer Assisted Instruction (CAI): This is a teaching approach that involves the use of computers and software applications to deliver educational content, facilitate learning, and enhance understanding of concepts.

Secondary School: This is an educational institution where students typically aged between 12 and 18 receive their secondary education, following primary education, and before higher education.

Students: In this context, students refer to individuals who are enrolled in a secondary school and are the recipients of educational instruction.

Academic Achievement: This refers to the level of proficiency or mastery a student has achieved in their academic work. It is often measured through assessments, grades, and performance in various academic tasks.

Biology: This is a branch of science that studies life and living organisms, including their physical structure, chemical processes, molecular interactions, physiological mechanisms, development, and evolution. In the context of this study, it refers to the subject taught in secondary schools.

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