The effectiveness of computer-assisted learning on student achievement in Biology subject in selected school in Uasin Gishu County, Kenya.

Abstract

Unsatisfactory performance outcomes in science education in secondary schools calls for a review of the teaching approaches used in ensuring that students acquire scientific knowledge concepts with ease. However, the performance of Biology subject in the national examination inKenya is unsatisfactory, thus, warrantingthe need for innovative teaching strategies. Despite the increasing adoption of ICT in science education in several schools in Kenya, evidence to support its use for teaching is limited and inconclusive.Due to the dearth in studies in the local context, the study sought to examine how Computer Assisted Learning (CAL) or Computer-Aided Instruction(CAI) can aid in the teaching of mutations in a form four Biology course in a selected secondary school in Uasin-Gishu County. The concept of mutations is under the wider topic of Genetics. Mutations are generally abstract as there are no experiments that can be done by students in the laboratory to observe the actual processes of mutations occurring in cells. Materials and Methods: The study explored the effectiveness of Computer Assisted Learning (CAL) in the teaching mutations in a form four Biology course in a selected secondary school in Uasin-Gishu County by comparing computer-assisted learning with conventional teaching methods. The study used an experimental design and employed a Pretest-Posttest control group design to compare the experimental group (E) and the control group (C) at Kerotet Girls High School in Uasin-Gishu County. A simple random sampling was used to select 54 students and placed them into experimental and control groups where each group had 27 students. First, the study measured the attitudes of the students towards biology using a conventional tool before assigning the students to the groups. The experimental group were taught using CAL while the control group were taught using conventional methods (lecture and discussion). The concept was taught in 5 lessons each lasting one hour over a period of oneweek. The study used a Biology Achievement Test (BAT) to score the students' achievement. The data generated were entered into statistical software and analyzed using descriptive and inferential statistics. Importantly, t-test was conducted at ά= 0.05 significances level of significance. Results: At the onset, there were no differences between the groups (t = 0.67, P> 0.5) but the standard achievement scores at the end of the experiment increased drastically for the experimental group and significant differences between groups were detected (t = 10.89, p< 0.05). Thus, the students exposed to CAL lesson performed significantly better on the BAT,however, this finding must be interpreted with caution in light of sample size. Conclusion: The computer-assisted learning module was an effective strategy for teaching both the theory and practice in mutations lesson in biology subject to secondary school students in Kenya as it was found to be at least as effective as conventional face-to-face teaching methods. The study recommends teacher training programs should incorporate computer studies in order to enable teachers to design CAL lessons to improve teaching and learning