Effects of Computer Assisted Instruction on Secondary School Students' Achievements in Biology in Abakaliki Education Zone, Ebonyi State

1.1 Introduction

Education remains a vital instrument for national development, as it equips individuals with the knowledge, skills, and attitudes required for meaningful participation in society. In recent years, the integration of technology into teaching and learning processes has gained global attention as a means of improving instructional effectiveness and students' academic achievement. One of such technology-driven approaches is Computer Assisted Instruction (CAI), which is increasingly recognized for its potential to enhance learning outcomes, particularly in science subjects.

Computer Assisted Instruction is defined as the use of computers and related technological tools to deliver instructional content, facilitate learning activities, and assess learners' progress through interactive and multimedia-based applications (Yusuf & Afolabi, 2018). CAI incorporates text, graphics, audio, video, animations, and simulations to support teaching and learning in a structured and engaging manner.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.

1.2 Background of Study

The continuous advancement of science and technology has significantly influenced educational practices across the world, leading to increased emphasis on the integration of technological tools in teaching and learning processes. Education systems now recognize the need to move beyond traditional instructional methods toward more interactive and learner-centered approaches that are capable of improving students' academic achievement. One of the notable innovations in this regard is Computer Assisted Instruction (CAI), which has gained prominence as an effective instructional strategy, particularly in science education.

According to Yusuf and Afolabi (2018), Computer Assisted Instruction refers to the systematic use of computers to present instructional content, reinforce learning, and assess students' progress through interactive and multimedia-based programs. The authors reported that CAI enhances students' engagement by combining visual, auditory, and interactive elements that support deeper understanding of complex concepts. In science subjects such as Biology, where many topics are abstract in nature, CAI provides opportunities for learners to visualize processes that are otherwise difficult to demonstrate using conventional teaching methods.

Biology occupies a central position in the Nigerian secondary school curriculum due to its relevance to everyday life and its role in preparing students for science-related professions. Okorie and Ezeh (2021) asserted that Biology serves as a foundational subject for careers in medicine, agriculture, environmental management, and biotechnology. However, despite its importance, students' achievement in Biology at the secondary school level has remained unsatisfactory in many parts of Nigeria. Reports from examining bodies and educational researchers have consistently indicated low performance and poor understanding of basic biological concepts among students.

Adebayo and Adigun (2020) stated that one of the major factors contributing to poor academic achievement in Biology is the persistent use of traditional teacher-centered instructional methods. These methods often rely heavily on lectures and textbook explanations, with limited opportunities for students to actively participate in the learning process. As a result, learners tend to memorize facts rather than develop conceptual understanding and critical thinking skills required for effective learning in Biology (Adebayo and Adigun, 2020).

The introduction of Computer Assisted Instruction into Biology teaching has been widely advocated as a means of addressing these instructional challenges. Mayer (2020) affirmed that CAI, when properly implemented, supports meaningful learning by enabling students to interact with instructional content through animations, simulations, and guided practice. Such features help learners to construct knowledge actively and retain information more effectively. Empirical studies have shown that students taught using CAI demonstrate improved academic achievement and increased motivation compared to those taught using conventional teaching approaches.

In the Nigerian context, government policies have emphasized the integration of information and communication technology into the education sector as a strategy for improving instructional quality. According to the Federal Republic of Nigeria (2014), the National Policy on Education supports the use of computers and other instructional technologies to enhance teaching and learning at all levels of education. Despite this policy direction, the implementation of Computer Assisted Instruction in secondary schools remains uneven, particularly in rural and semi-urban areas.

Researchers have also drawn attention to disparities in access to and utilization of computer-based instructional resources in Nigerian secondary schools. Yusuf (2019) reported that while some schools have functional computer laboratories and trained teachers, many others lack adequate facilities and technical support. These disparities raise concerns about the effectiveness of CAI implementation and its actual impact on students' academic achievement, especially in subjects such as Biology that require rich instructional resources (Yusuf, 2019).

Within Abakaliki Education Zone of Ebonyi State, secondary schools operate under varying conditions in terms of infrastructure, availability of computers, and teachers' competence in using instructional technologies. Some schools have begun to adopt computer-based teaching strategies, while others still depend largely on conventional instructional methods. Scholars contend that without empirical evidence specific to this education zone, it is difficult to determine whether Computer Assisted Instruction significantly improves students' achievement in Biology or how it compares with traditional teaching approaches (Adebayo & Adigun, 2020). This study is set against the backdrop of the increasing need to enhance Biology learning outcomes through effective and contextually relevant instructional strategies in secondary schools.

1.3 Statement of Problems

Investigation revealed that Computer Assisted Instruction (CAI) is widely recognized in educational literature as a technology-driven instructional approach that integrates multimedia elements such as animations, simulations, videos, and interactive assessments to enhance learning. CAI is designed to support individualized learning, immediate feedback, and self-paced instruction. However, within many secondary schools, the extent to which CAI is integrated into Biology teaching remains unclear. On the other hand, government and educational stakeholders continue to invest in information and communication technology resources in schools with the expectation that such investments will translate into improved learning outcomes.

Furthermore, disparities in students' exposure to CAI-based learning experiences raise questions about equity and instructional consistency across schools within the education zone. While some students are exposed to digitally enriched learning environments, others remain confined to conventional instructional methods. It is against this backdrop that this study seeks to examine the effects of Computer Assisted Instruction on secondary school students' achievements in Biology in Abakaliki Education Zone, Ebonyi State.

1.4 Aim and Objectives of Study

The aim of the study is to determine the effects of Computer Assisted Instruction on secondary school students' achievements in Biology in Abakaliki Education Zone, Ebonyi State. In achieving this aim, the following specific objectives were laid out as follows:

1. To assess the impact of Computer Assisted Instruction on students' performance in theoretical Biology concepts.
2. To determine the influence of CAI on students' practical understanding and application of Biology concepts.
3. To compare students' academic achievement in Biology when taught using CAI and conventional methods.
4. To examine students' attitudes and engagement when exposed to Computer Assisted Instruction.

1.5 Research Questions

Based on the stated objectives, the study seeks to answer the following research questions:

• How does Computer Assisted Instruction affect students' performance in theoretical Biology concepts?
• What is the influence of CAI on students' practical understanding and application of Biology concepts?
• Is there a significant difference in academic achievement between students taught with CAI and those taught using traditional methods?
• How does exposure to CAI affect students' attitudes and engagement in learning Biology?

1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant difference in the academic achievement of secondary school students taught Biology using Computer Assisted Instruction and those taught using conventional methods.
• H₀2: Computer Assisted Instruction significantly improves students' performance in theoretical Biology concepts.
• H₀3: CAI has a positive influence on students' practical understanding and application of Biology concepts.
• H₀4: Students exposed to CAI demonstrate higher engagement and more positive attitudes toward Biology than those taught with conventional methods.

1.7 Significance of Study

It is believed that at the completion of the study, the findings will assist school administrators and principals by providing information that will guide decision-making on the adoption and effective utilization of computer-based instructional resources. Also, the findings will support school management in planning professional development programmes for teachers and in allocating resources toward instructional technologies that will improve learning outcomes.

Furthermore, the research will guide resource allocation, professional development, and implementation of computer-assisted learning in schools. In addition, the study will provide data-driven evidence to support the formulation of policies for integrating technology into secondary school curricula.

Lastly, the study will serve as a reference for future investigations into technology-based instructional strategies and their impact on academic achievement.

1.8 Scope of Study

This study is limited to the investigation of the effects of Computer Assisted Instruction on secondary school students' achievement in Biology within Abakaliki Education Zone of Ebonyi State, Nigeria. It focuses on students in senior secondary schools and considers both theoretical and practical aspects of Biology instruction. The study also examines students' attitudes and engagement while interacting with CAI tools.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Computer Assisted Instruction (CAI): According to Yusuf and Afolabi (2018), CAI is the systematic use of computers and multimedia tools to deliver instructional content, reinforce learning, and assess students' progress. In this study, it refers to the integration of digital learning tools in the teaching of Biology.

Biology Achievement: Refers to the measurable academic performance of students in understanding and applying theoretical and practical concepts in Biology (Okorie & Ezeh, 2021).

Traditional Method: The conventional teacher-centered approach to instruction, mainly involving lectures, textbook explanations, and limited practical demonstrations.

Engagement: The level of active participation, interest, and involvement demonstrated by students in learning activities (Mayer, 2020).

Attitude: Students' perceptions, feelings, and disposition toward learning Biology, influenced by teaching methods and instructional materials (Adebayo & Adigun, 2020).

Secondary School: Educational institutions in Nigeria that provide formal education to students typically aged 12–18 years and prepare them for tertiary education and vocational training.