IMPACT OF COMPUTER-ASSISTED AND SCIENCE PROCESS INSTRUCTIONS ON RETENTION AND PERFORMANCE IN BIOLOGY AMONG VARIED ABILITIES SECONDARY SCHOOL STUDENTS IN KADUNA, NIGERIA
IMPACT OF COMPUTER-ASSISTED AND SCIENCE PROCESS INSTRUCTIONS ON RETENTION AND PERFORMANCE IN BIOLOGY AMONG VARIED ABILITIES SECONDARY SCHOOL STUDENTS IN KADUNA, NIGERIA
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Date
2016-10
Authors
MAIKANO, Stanley
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Abstract
This study investigated the impact of computer-assisted and science process instructions on
retention and performance in biology amongvaried abilities secondary school students in
Kaduna, Nigeria.The design was quasi-experimental, involving pretest, posttest and postpost
test. A sample of 153 SS II students was drawn from a population of 3841 . Biology
Performance Test (BPT) was used to collect data. The reliability of BPT was calculated using
Pearson‟s Product Moment Correlation Co-efficient (PPMC) to be 0.84. Four null hypotheses
were tested at p≤ 0.05 level of significance using the one way and two ways Analysis of
Variance (ANOVA). The following findings were made: (i). No significant difference was
observed in the academic performance of students exposed to computer-assisted instruction
(CAI) and science process approach (SPA)because these methods of instruction are studentcentred but significant difference was found in the academic performance of the students
exposed tolecture method (LM)(ii). No significant difference was observed in the mean
academic performance scores of students with low, medium and high abilities exposed to CAI
and SPA while there was a significant difference in the mean academic performance scores of
the subjects with low, medium and high abilities exposed to LM. Students with varied abilities
achieved higher using the CAI and SPA while on the other side students with varied abilities
achieved lower using the LM. CAI and SPA enhance studentslearning at their own pace hence
they are suitable for students with varied ability levels. (iii). There was no significant
difference in the retention ability of students exposed to CAI and SPA but there was
significant difference in the retention ability ofthose students exposed to LM. (iv). There was
no significant difference in the academic performance of male and female students exposed to
CAI, SPA and LM. On the basis of these findings a number of recommendations were made
for the improvement of teaching biology in secondary schools. One such recommendation is
that biology teachers should incorporate the use of CAI and SPA instructional strategies into
the main stream of pedagogy in the teaching of biology as they appear to have high potentials
for enhancing academic performance and retention on the part of the learners.
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES
AHMADU BELLO UNIVERSITY ZARIA IN PARTIAL FULLFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF DOCTOR OF
PHILOSOPHY IN SCIENCE EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY,
ZARIA.
Keywords
IMPACT OF COMPUTER-ASSISTED, SCIENCE PROCESS INSTRUCTIONS ON RETENTION AND PERFORMANCE IN BIOLOGY, PERFORMANCE IN BIOLOGY AMONG VARIED ABILITIES SECONDARY SCHOOL STUDENTS, IMPACT OF COMPUTER-ASSISTED AND SCIENCE PROCESS INSTRUCTIONS ON RETENTION