EFFECT OF CAI ON ACADEMIC ACHIEVEMENT & KNOWLEDGE RETENTION OF BIOLOGY STUDENTS IN MINNA
ABSTRACT
The research aimed to assess the effectiveness of a Computer Aided Instructional package (CAI) in enhancing the academic achievement and retention of biology students at the senior secondary level in Minna metropolis. The study posed four research questions and tested four null hypotheses. Employing a pre-test-posttest control group design, a sample of 120 students from two intact mixed-gender classes in senior secondary two (SS II) was selected.
To implement the study, an instructional package focusing on mitosis was developed by the researcher. This CAI package was utilized as the treatment for the experimental group, while the control group experienced traditional lecture-based instruction. Data collection was carried out using a teacher-made biology achievement test (TMAT), which comprised a 20-item multiple-choice objective assessment covering four stages of mitosis. The reliability coefficient of the test, determined through Kuder-Richardson (K-R 21), was found to be 0.89. Analysis of Covariance (ANCOVA) was the chosen statistical method for hypothesis analysis.
The results indicated that the experimental group outperformed the control group in terms of academic achievement. Gender-based differences in performance were not statistically significant. Furthermore, the experimental group exhibited better retention compared to the control group. Gender-based distinctions in retention within the experimental group were not noteworthy.
As a recommendation, it is suggested that teachers receive training in the development and implementation of CAI. Workshops, seminars, and symposia focusing on CAI should be organized to aid teachers in delivering lessons effectively through CAI platforms, thereby enhancing overall student learning outcomes.
EFFECT OF CAI ON ACADEMIC ACHIEVEMENT & KNOWLEDGE RETENTION OF BIOLOGY STUDENTS IN MINNA. GET MORE, ACTUARIAL SCIENCE PROJECT TOPICS AND MATERIALS