1.0 Introduction
1.1 Background of Study
The integration of technology into education has significantly transformed teaching and learning processes, particularly in science education. Computer-Assisted Strategy (CAS) has emerged as an innovative instructional approach that enhances students' engagement, motivation, and academic performance. Computer-assisted strategy involves the use of computers, multimedia software, and digital learning tools to create interactive and stimulating learning environments. It is designed to address the limitations of traditional teaching methods by making learning more student-centered and engaging (Mayer, 2020).
According to Okebukola (2018), biology, as a core science subject, plays a critical role in understanding life processes and preparing students for careers in medical, environmental, and biological sciences. However, students' poor achievement in biology has been a persistent concern in secondary schools. Studies indicate that many students perceive biology as a difficult subject due to its abstract concepts, complex terminologies, and lack of hands-on learning experiences (Okebukola, 2018). Traditional teaching methods, which are often teacher-centered and rely heavily on rote memorization, have been identified as a major factor contributing to students' negative attitudes and low academic performance in biology (Adeyemo, 2010).
Computer-assisted instructional methods have been introduced to bridge this gap by providing interactive learning experiences that facilitate better understanding of biological concepts. Research has shown that the use of CAS in science education can improve students' conceptual understanding, problem-solving skills, and overall academic achievement (Jonassen, 2014). Interactive simulations, animations, and virtual laboratories enable students to visualize complex biological processes, making learning more effective and enjoyable. Additionally, CAS encourages self-paced learning, allowing students to revisit challenging topics and reinforce their knowledge through digital resources (Alessi & Trollip, 2018).
In Port Harcourt Local Government Area, the adoption of technology-enhanced teaching methods is gradually increasing. However, there is still limited empirical evidence on the extent to which Computer-Assisted Strategy (CAS) influences students' attitudes and achievement in biology. While some schools have incorporated digital learning tools, others continue to rely on conventional instructional methods, leading to disparities in students' learning experiences and outcomes. Several studies have emphasized the role of students' attitudes in academic success. A positive attitude towards a subject enhances motivation, interest, and engagement, which ultimately improves learning outcomes (Ajzen, 2005). Conversely, students who find biology difficult or uninteresting are less likely to perform well. Therefore, this research study seeks to examine the impact of CAS on students' attitudes and academic achievement in biology within the Port Harcourt Local Government Area.
1.2 Statement of Problems
Investigation revealed that the teaching and learning of biology in secondary schools is facing significant challenges, particularly in terms of students' attitudes and academic achievement. Many students perceive biology as a difficult subject, leading to a lack of interest and poor performance (Okebukola, 2018). In many schools within Port Harcourt Local Government Area, classroom instruction is still predominantly teacher-centered, with limited integration of modern technology to enhance learning experiences. As a result, students struggle to grasp complex biological processes, leading to declining academic performance and a growing disinterest in the subject (Adeyemo, 2010). The absence of interactive and student-centered teaching strategies is discouraging learners, making them view biology as boring or overly theoretical.
Furthermore, the introduction of Computer-Assisted Strategy (CAS) in education is expected to address some of these challenges by making learning more interactive, engaging, and visually stimulating. CAS provides students with access to animations, simulations, and digital resources that simplify difficult biological concepts, allowing for a deeper understanding and improved retention (Mayer, 2020). However, despite its potential, CAS is not widely adopted in many secondary schools in Port Harcourt, largely due to inadequate infrastructure, lack of trained teachers, and limited access to digital learning resources (Okebukola, 2018). It is against the backdrop that this study seeks to determine whether the integration of CAS enhances students' interest, understanding, and performance in biology compared to traditional teaching methods.
1.3 Aim and Objectives of Study
The aim of this study is to investigate the effect of Computer-Assisted Strategy (CAS) on students' attitudes and academic achievement in biology within selected secondary schools in Port Harcourt Local Government Area of Rivers State.
To achieve this aim, the study is guided by the following objectives:
- To assess the impact of Computer-Assisted Strategy on students' academic achievement in biology.
- To examine how Computer-Assisted Strategy influences students' attitudes toward learning biology.
- To compare the performance of students taught using Computer-Assisted Strategy with those taught using traditional teaching methods.
- To identify the challenges associated with implementing Computer-Assisted Strategy in biology instruction.
- To explore possible solutions for improving the adoption and effectiveness of Computer-Assisted Strategy in secondary schools.
1.4 Research Questions
Based on the objectives of this study, the following research questions are formulated:
- What is the impact of Computer-Assisted Strategy on students’ academic achievement in biology?
- How does Computer-Assisted Strategy influence students’ attitudes toward learning biology?
- How does the performance of students taught using Computer-Assisted Strategy compare with those taught using traditional teaching methods?
- What are the challenges associated with implementing Computer-Assisted Strategy in biology instruction?
- What possible solutions can improve the adoption and effectiveness of Computer-Assisted Strategy in secondary schools?
1.5 Research Hypotheses
Based on the stated objectives, the following hypotheses have been formulated to guide this study:
Hypothesis One
- H0: Computer-Assisted Strategy does not have a significant effect on students' academic achievement and attitudes toward learning biology
- H1: Computer-Assisted Strategy has significant effect on students’ academic achievement and attitudes toward learning biology
Hypothesis Two
- H0: Computer-Assisted Strategy has a significant negative impact on students’ academic achievement in biology
- H1: Computer-Assisted Strategy has a significant positive impact on students’ academic achievement in biology
1.6 Significance of Study
The outcome of this research will help biology teachers adopt more interactive and student-centered teaching methods that will make learning more engaging and effective. Also, policymakers in the education sector will find the study useful in formulating policies that will promote the integration of technology in science education. The study will provide evidence-based recommendations that will support the development of curricula that incorporate CAS as a standard instructional strategy.
Furthermore, students will benefit from this research as it will advocate for more interactive and engaging learning experiences that will enhance their understanding of biology. By fostering a positive attitude towards the subject, the study will help students develop a greater interest in pursuing careers in science-related fields.
Finally, this study will contribute to existing literature on technology-driven instructional strategies, serving as a reference for future research on the impact of digital learning tools on students' academic performance and attitudes towards science education.
1.7 Scope of Study
This study will focus on the effect of Computer-Assisted Strategy (CAS) on students' attitudes and academic achievement in biology within selected secondary schools in Port Harcourt Local Government Area, Rivers State, Nigeria. The study will be limited to a selected number of public and private secondary schools in Port Harcourt, ensuring a representative sample of students from diverse backgrounds. It will focus on students in the senior secondary classes (SS1, SS2, and SS3), as these students are typically engaged in biology education at a higher level of complexity.
1.8 Limitations of the Study
The study is limited to secondary schools in Port Harcourt Local Government Area, and therefore the findings may not be directly applicable to other regions in Rivers State or Nigeria. The results may also be influenced by the specific demographic and socio-economic characteristics of the schools and students selected for the study, which may limit the generalizability of the findings to different contexts.
Additionally, the implementation of Computer-Assisted Strategy may vary across schools due to differences in available technology, teacher expertise, and school policies. This variability could affect the consistency of the results.
Furthermore, the study will rely on self-reported data from students, teachers, and administrators, which may be subject to biases such as social desirability or inaccurate recollections. The accuracy of the results may therefore be impacted by these subjective factors.
Lastly, the duration of the study will be another limitation. The research will be conducted over a limited period, which may not fully capture the long-term effects of Computer Assisted Strategy (CAS) on students' attitudes and academic achievement. The short time frame may not allow for a comprehensive assessment of the sustained impact of technology-assisted learning.
1.9 Definition of Terms
Computer-Assisted Strategy (CAS):
Computer-Assisted Strategy refers to an instructional method that integrates computer-based tools and digital technology into the learning process. In this study, CAS involves using multimedia, simulations, educational software, and the internet to enhance the teaching and learning experience in biology. This approach is designed to support traditional teaching by making learning more interactive, engaging, and accessible to students (Chandra & Fisher, 2009).
Students' Attitude:
Students' attitude refers to the positive or negative feelings, perceptions, and behaviors that students exhibit toward a particular subject or learning experience. in the context of this study, it refers to students' feelings and beliefs about learning biology, including their interest, motivation, and willingness to engage with the subject matter (Schunk, Pintrich, & Meece, 2008).
Academic Achievement:
Academic achievement refers to the extent to which students have mastered the learning objectives or content in a particular subject. In this study, academic achievement is measured by students' performance in biology before and after the implementation of the Computer-Assisted Strategy (Guskey, 2003).
Biology:
Biology is the branch of science that deals with the study of living organisms, their structure, function, growth, evolution, and distribution. In this study, biology refers specifically to the subject taught at the secondary school level, which covers topics such as cell biology, genetics, ecology, and human biology (Ayo, 2008).
Port Harcourt Local Government Area:
Port Harcourt Local Government Area is the capital city of Rivers State, Nigeria. It is a significant urban center with a diverse population, and its schools serve as the study's geographical context. The schools within this region were selected for the research due to their varied exposure to and use of educational technologies (Rivers State Government, 2021).
Technology-Enhanced Learning (TEL):
Technology-Enhanced Learning refers to any type of learning where technology is used to support or enhance the teaching and learning process. In this study, TEL specifically relates to the use of computers, multimedia tools, and online resources to help students better understand and engage with biology (Carter, 2010).
Traditional Teaching Methods:
Traditional teaching methods refer to conventional classroom practices, often based on direct instruction, lecture-based teaching, and printed materials, without the integration of modern technology. in the context of this study, these methods represent the approach to biology teaching used in the control group, where technology was not integrated (Jones & Tanner, 2005).
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