Effects of Computer-Based Tutorial Instructional Strategy on Academic Achievement in Biology Among Senior Secondary School Students in Katsina State, Nigeria

Abstract

The integration of computers in to teaching and learning science and technology has yielding positive results in improving the quality of education over the years in learning institutions across the globe. Studies have been on board to determine the efficacy and validity of this innovation as regards quality of teaching and learning in various learning institution yet with varied results. On this background, this study investigated the effects of a Computer-Based Tutorial Instructional Strategy (CBTIS) on academic achievement of Senior Secondary School students in Katsina State, Nigeria. A quasi-experimental design was adopted, precisely pre-test, post-test, non-equivalent control group design. The population comprised all Biology students across the 12 zones of the Science and Technical Education Board (STEB) and Ministry of Education in Katsina State. A sample size of 247 students was selected from four co-educational schools using multi-stage sampling. The instrument used for data collection was the Biology Achievement Test (BAT), validated by three experts with a split-half reliability coefficient of 0.85. Research questions were answered using mean and standard deviation, while hypotheses were tested at 0.05 level of significance using Independent Samples t-tests. Findings revealed that students exposed to the CBTIS achieved significantly higher post-test mean scores than those exposed to conventional lecture methods, t(245) = .55, p< 0.05. Conversely, gender exerted no significant effect on the academic achievement of students exposed to CBTIS t(123) = 0.031.55, p> 0.05. Based on these findings, it was concluded that CBTIS enhances student performance in Biology regardless of gender. It was recommended that Biology teachers in secondary schools in Katsina State Ministry should adopt CBTIS in teaching Biology