CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Biology is the natural science concerned with the study of life and living organisms, including their structure, function, growth, evolution, distribution, identification and taxonomy. It is a broad field with many branches, such as anatomy, entomology, zoology and ethology, yet a few unifying concepts run through all of them. The cell is the basic unit of life, genes are the basic unit of heredity, and evolution drives the formation of new species. All organisms also survive by consuming and transforming energy and by regulating their internal environment to maintain a stable condition known as homeostasis.

Biology is taught as a science subject in senior secondary schools to help learners understand biological concepts, principles, theories and laws. Its objectives at this level include developing an awareness of the environment, giving learners knowledge that is relevant to life in a scientific and technological world, and preparing them for technological advancement. Schools are therefore expected to equip learners not only with biological content but also with the practical skills they need for personal development, and this requires teaching that is effective and meaningful.

Conventional instruction is largely teacher-centred. It emphasises the behaviour of the instructor and not that of the student, draws minimal responses from students, and gives them delayed feedback on their performance. Such methods have not been effective in achieving the goals of biology teaching, and many Nigerian secondary school students find it hard to understand and retain biology concepts, which results in low performance (Ngwu, 2025). Technology offers an alternative. Computers expand the pedagogical resources available to teachers and allow instruction to be interactive and individualised.

Computer Assisted Instruction (CAI) is a teaching process in which the computer presents instructional material interactively. It may serve as both instructor and facilitator, and it includes simulations, tutorials, problem-solving tasks and video clips (Ngwu, 2025). A growing body of evidence supports its use. In a meta-analysis of 92 studies of students in secondary mathematics and science, Hillmayr et al. (2020) found that the use of digital tools had a positive effect on learning outcomes (g = 0.65), with intelligent tutoring systems and simulations more beneficial than hypermedia systems, and with teacher training on the use of digital tools moderating the effect. In Nigeria, a meta-analysis of 78 CAI studies of secondary school science found an average effect size of 0.46 for biology, and 0.52 across five science subjects, which is a large effect (Idris et al., 2018). Recent biology studies point in the same direction. Ngwu (2025) concluded that integrating CAI into biology teaching enhances both achievement and retention among senior secondary students in Rivers State. Abdulrashid et al. (2026) found that students exposed to a computer-based tutorial strategy achieved significantly higher post-test scores in biology than those taught by lecture in Katsina State. Other studies have examined CAI in biology in Ekiti State (Fashanu & Omotayo, 2024), in the Enugu Education Zone (Ude & Onah, 2022), in Rwanda (Jean et al., 2022) and in Kenya (Nebert, 2024).

Gender is also a matter of interest in research on CAI. Earlier studies of gender and achievement in the sciences produced mixed results, with some finding that males perform better, some that females perform better, and others no difference. Recent evidence on CAI suggests that the method can benefit both sexes. Abdulrashid et al. (2026) found that gender exerted no significant effect on the achievement of students exposed to a computer-based tutorial strategy in biology, and they concluded that the strategy improves performance regardless of gender.

Despite these benefits, computer-based methods are not yet widely used in Nigerian science classrooms. This study therefore investigates the effects of CAI on the achievement of secondary school students in biology in Abakaliki Education Zone, Ebonyi State.

1.2 Statement of the Problem

Students' poor achievement in biology has been attributed to lack of interest, which arises from the poor teaching methods that teachers use. Although instructional aids have positive effects on learning, many teachers continue to use the conventional approach. This has led to a lack of interest, attention and active participation among students, and it may contribute to their poor academic performance. The situation calls for an exploration of other teaching and learning techniques that have been found effective in other subjects such as physics, mathematics and chemistry. Computer assisted instruction is one such technique.

The problem of the study, posed as a question, is therefore this: how does CAI affect the academic achievement of students in biology in secondary schools?

1.3 Purpose of the Study

The main purpose of the study is to ascertain the effects of CAI on students' achievement in biology. Specifically, the study seeks to determine:

1. the effects of CAI on secondary school students' achievement in biology;
2. the effects of CAI on the achievement of male and female students in biology; and
3. the interaction effects of teaching method and gender on students' achievement in biology.

1.4 Significance of the Study

The results will be useful to students, teachers, biology educators, curriculum planners and the Ministry of Education.

Students. The findings will help students to develop manipulative skills that reinforce their understanding of biology concepts, improve their achievement and develop an appreciation for the computer. They will also expose students to a variety of teaching methods that reinforce learning.

Teachers. The results will guide teachers on whether to use different instructional techniques for male and female students. They will provide empirical information on whether CAI can be used in other subject areas, and they will encourage computer-literate teachers to use computers in their teaching.

The Ministry of Education and curriculum planners. When published, the findings will help the Ministry and curriculum developers to decide whether to recommend CAI for biology instruction in Nigerian secondary schools.

1.5 Scope of the Study

The study is focused on determining the effects of CAI on students' achievement in biology in Abakaliki Education Zone, Ebonyi State. It also investigates the effects of CAI on the achievement of male and female students in biology, and the interaction effects of the treatment (CAI) and gender on students' achievement.

1.6 Research Questions

The following research questions guide the study:

1. What are the effects of CAI on students' achievement in biology?
2. What are the effects of CAI on the achievement of male and female students in biology?
3. What are the interaction effects of teaching method and gender on students' achievement in biology?

1.7 Research Hypotheses

The following null hypotheses are tested at the 0.05 level of significance:

H₀₁: There is no significant difference in the mean achievement of students in biology who are exposed to CAI and those taught with conventional classroom instruction (CCI).

H₀₂: There is no significant difference in the mean achievement in biology of male and female students exposed to CAI.

H₀₃: There is no significant interaction effect between teaching method and gender on the mean achievement of students in biology.

References

Abdulrashid, A., Sada, A. I., & Saleh, K. A. (2026). Effect of computer-based tutorial instructional strategy on academic achievement in biology among senior secondary school students in Katsina State, Nigeria. Federal University Gusau Faculty of Education Journal, 3(3), 355–361. https://doi.org/10.64348/zije.2026597

Fashanu, O. F., & Omotayo, K. A. (2024). Effect of computer-based instructional strategy on students' learning outcomes in biology in secondary schools in Ekiti State. Journal of Research in Science Education, 6(1), 83–96.

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, Article 103897. https://doi.org/10.1016/j.compedu.2020.103897

Idris, U. S. B., Abubakar, M., Ezeamagu, M. U., Ezeamagu, C. E., & Sulaiman, M. M. (2018). Meta-analysis of the effect sizes of computer assisted instruction studies in science education. Journal of Science, Technology, Mathematics and Education, 14(1), 174–185.

Jean, P. M., Jostane, M., Theophile, N., Concilie, M., & Oliver, H. (2022). Impacts of computer-assisted instruction on students' academic performance of biology within secondary schools in Nyagatare District. International Journal of Learning and Development, 12(2). https://doi.org/10.5296/ijld.v12i2.19766

Nebert, K. (2024). Effect of computer-based instruction on secondary school learners' academic achievement in biology. African Journal of Education and Practice, 10(3), 1–22. https://doi.org/10.47604/ajep.2845

Ngwu, C. M. (2025). Computer-assisted instruction and academic performance of senior secondary school students in biology in East Senatorial District of Rivers State. Journal of Theoretical and Empirical Studies in Education, 10(3).

Ude, V. C., & Onah, E. (2022). Effect of computer assisted instruction on basic concepts in biology on secondary school students' achievement in Enugu Education Zone. Journal of Research in Science and Vocational Education, 2(1), 142–146.