PEDAGOGICAL INNOVATIONS IN SCIENCE EDUCATION: EXPLORING THE IMPACT OF TECHNOLOGY-ENHANCED LEARNING ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND RETENTION IN BIOLOGY IN TARABA STATE, NIGERIA

Abstract

The integration of technology-enhanced learning in science education has revolutionized the way students learn and interact with complex concepts. This study examines the effect of technology-enhanced learning on the performance and retention of secondary school students in biology in Taraba State, Nigeria. The study utilizes Computer-Assisted Instruction (CAI) to enhance the effectiveness of the learning process. Computer-Assisted Instruction (CAI) has revolutionized the way science subjects are taught, offering numerous benefits that enhance students' learning experiences. A PowerPoint presentation was utilized as part of the Computer-Assisted Instruction (CAI). The study employed a quasi-experimental design with pre-test, post-test, and post-post-test phases. The study's population consisted of 1,290 SSII biology students. The schools were chosen using a multistage sampling technique. Two SSII-class coeducational government-owned schools were specifically chosen. Random sampling was then used to select one intact classroom from each of the sampled schools, for a total of two complete classes. 75 students from one of the two intact classrooms were assigned to the experimental group, while 55 students were assigned to the control group. A total of 130 SSII students were selected from the two classes that remained intact. Two research questions, two objectives, and two hypotheses were put out to direct the investigation. The Biology Performance Test was used as the data gathering tool (BPT). 0.81 was the reliability coefficient for BPT. ANCOVA was used to test the hypotheses at the 0.05 level of significance, and the mean and standard deviation were utilized to answer the study questions. Results obtained indicated that a significant difference exists in the mean performance scores of students taught skeletal systems using CAI (30.27) and those taught using GDI (24.68), as well as the mean retention scores of students in CAI (28.62) and GDI (21.55). It was concluded that Computer-Assisted Instruction is more effective than the Guided Discovery Strategy in promoting students’ performance and retention in biology. It was recommended that teachers of biology should adopt Computer-Assisted Instruction as a teaching Strategy to promote students’ performance and retention, and Government and School authorities should provide adequate, well-equipped Computer laboratories for the effective teaching and learning of Biology to boost students’ performance and retention.