IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS IN SOUTHEAST GEOPOLITICAL ZONE OF NIGERIA

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING OF BIOLOGY IN SECONDARY SCHOOLS IN SOUTHEAST GEOPOLITICAL ZONE OF NIGERIA

  • Chioma Stephanie Mbaegbu Department of Science Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
  • Esther Ebele Akachukwu Department of Biology Education, Nwafor Orizu College of Education, Nsugbe, Anambra State, Nigeria
Keywords: Information and Communication Technology, teaching and learning, Biology, South East Geo-Political Zone, impact.

Abstract

This study assessed the impact of Information and Communication Technology in teaching and learning of Biology in secondary schools of the South East Geo-Political Zone of Nigeria. Quasi-experimental approach involving the use of pre-test-post-test, experimental-control group design was adopted. The population of the study was all secondary school students from South East Geopolitical Zone of Nigeria. A sample of 500 students (with equal number of males and females) was randomly selected from two (2) purposefully sampled states out of the five (5) states that make up the Geo-Political Zone. The experimental group was taught Biology using computer facilities as teaching aids, while the traditional lecture method was used to teach the control group. Teacher-made test named Computer Application Impact Analysis Test (CAIAT) were administered to each group as research instruments. The CAIAT was face validated by two lecturers from the Department of Computer Science, Federal University of Technology, Owerri and two lecturers in the Department of Science Education, University of Ilorin. The reliability was determined using a test-retest method of three weeks interval. Pearson Product Moment Correlation was used to determine the reliability and 0.87 was obtained. Appropriate statistical tools were used to test the research questions and hypotheses of the study. The results showed that there was significant difference in performance of students taught Biology using computer aided approach and those taught by conventional approach. There was also significant difference with regards to type of school but no significant difference with regards to gender differences. Based on these findings, recommendations such as provision of internet facilities to students and teachers; establishment of computer laboratory and club in schools; funding of seminar, workshops, conferences for teachers by stakeholders; eradication of policies that promote disparity in teaching and learning. Teachers also needed required encouragement that will make them enroll for in-service training on latest technology initiatives that will promote effective teaching and learning in schools

Author Biographies

Chioma Stephanie Mbaegbu, Department of Science Education, Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Lecturer

Esther Ebele Akachukwu, Department of Biology Education, Nwafor Orizu College of Education, Nsugbe, Anambra State, Nigeria

Lecturer

Published
2020-07-03