Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools

Abstract

Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.