1
EFFECTS OF DIGITAL DEVICES ON THE ACHIEVEMENT AND RETENTION OF
BIOLOGY CONCEPTS IN SENIOR SECONDARY SCHOOLS IN ILORIN -EAST
LOCAL GOVERNMENT, KWARA STATE.
BY
AWEDA, Boluwatife Deborah
17/25PA065
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE
EDUCATION , FACULTY OF EDUCATION, UNIVERSITY OF ILORIN,
ILORIN,NIGERIA.
IN PARTIAL FULFILLMENT OF THE AWARD OF BACHELOR DEGREE IN
SCIENCE EDUCATION B.Sc. (Ed) BIOLOGY.
NOVEMBER , 2022
CERTIFICATION
This is to certify that this research entitled Effects of Digital Devices on the Achievement And
Retention of Biology Concepts in Senior Secondary Schools was conducted by AWEDA,
Boluwatife Deborah (17/25PA065). It has been read . certified and approved as meeting part of
the requirements of the Department of Science Education,Faculty of Education, University of
Ilorin, Ilorin , Kwara State , Nigeria for the award of Bachelor Degree in Science Education
B.Sc. (Ed) Biology .
___________________
Dr . Rihanant . A . Ahmed
_________________
Date
(project supervisor)
___________________
Dr. K.S. Ameen
_________________
Date
( Head of Department)
___________________
Prof. M.O. Yusuf
_________________
Date
(Dean, Faculty of Education)
___________________
External Examiner
_________________
Date
DEDICATION
This project is dedicated to the Sovereign God, my help in ages past , my parents Mr and Mrs
Aweda, my biggest cheerleaders and my very good friend Bunmi.
ACKNOWLEDGMENT
My greatest appreciation goes to God almighty for all he has done for me and most especially
making this phase of my life a big success. He has been my provider , sustenance and help all
through the 4 years of this course.
My profound gratitude goes to my supervisor Mrs A.R. Ahmed For her continuous support of
my project. I am grateful to her for her patience, motivation, encouragement and corrections. My
gratitude goes to all the staff of the department of Science Education in the Faculty of Education
University of Ilorin in the fulfillment of my research.
My deepest thanks goes to my parents Mr and Mrs Aweda for their moral support , financial
assistance , prayers and encouragement during this 4 years journey . Thank you for all the
sacrifices you have made for me ,I'm forever grateful . My special thanks goes to my siblings
Juwon and Joshua for their support ,encouragement , push and financial assistance throughout
my 4-year course. Thank you for being my friends ,confidants and partner in my 4-years
journey.
Also my gratitude goes to my very good friend Bunmi for her love, support, help ,
encouragement, push and availability all through this four-year journey.You made four years
easy and bearable, thank you for mothering me and ensuring i always stood on my toes. I would
also like to thank Sarah for all her help and love.
TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION
I
DEDICATION
II
ACKNOWLEDGEMENTS
III
TABLE OF CONTENTS
IV
LIST OF TABLES
VII
ABSTRACT
VIII
CHAPTER ONE
INTRODUCTION
Background of the study
1
Statement of the Problem
7
Purpose of the Study
9
Research Questions
9
Research Hypothesis
10
Scope of Study
10
Significance of Study
11
Clarification of Major Terms and Variables
12
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Early use of Digital device in Teaching and learning
13
Effect of digital devices in Teaching and learning in Biology.
26
Digital Devices on the Achievement and Retention of Biology concepts in Nigeria.
32
The teaching Method.
34
Teacher's qualification on the usage of digital devices in the teaching and learning of biology. 35
Availability of digital devices in secondary school.
36
Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
36
Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention Based
on Gender.
39
Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention Based
on School Type.
41
Appraisal of Review of Literature.
42
CHAPTER THREE
RESEARCH METHODOLOGY
Research type
43
Population, Sample, and Sample technique
43
Research Instrument
44
Validation of Research Instrument Procedure for Data Collection
44
Procedure for Data Collection
44
Data Analysis Techniques
45
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
Demographic Data of Respondents.
46
Answering Research Questions
48
Hypotheses Testing
50
Summary of the Major Findings
52
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS.
Discussion
54
Conclusion
55
Recommendation
56
Suggestions for further Studies
56
REFERENCE
57
APPENDIX
60
LIST OF TABLES
Table 1:Frequency Counts and Percentages of Respondents based on Gender
Table 2:Frequency Counts and Percentages of Respondents based on School Type
Table 3:Mean Response on Availability of Digital Devices for Teaching of Biology Concepts
Table 4: Mean Response on Effects of Digital Devices on Students’ Retention of Biology Concept
Table 5: Mean Response on the Effects of Digital Devices on Students’ Achievement in Biology
Concepts
Table 6: t-test Analysis on Difference in the Effects of Digital Devices on Students’ Retention of
Biology Concepts on the Basis of Gender
Table 7:t-test Analysis on Difference in the Effects of Digital Devices on Students’ Retention of
Biology Concepts on the Basis of School Type
Table 8:t-test Analysis on Difference in the Effects of Digital Devices on Students’ Achievement in
Biology Concepts on the Basis of Gender
Table 9:t-test Analysis on Difference in the Effects of Digital Devices on Students’ Achievement in
Biology Concepts on the Basis of School Type
ABSTRACT
This study was designed to investigate the effect of digital devices on the achievement and
retention of Biology concepts in senior secondary schools in Ilorin east local Government Area of
Kwara State. The study is a descriptive survey where five (5) schools were randomly selected from
both public and private schools out of which two-hundred students (200) were also randomly
sampled (both males and females) – forty students (40) from each school. Questionnaires, which
is the research instrument, were distributed among the selected students after which the data
obtained were subjected to some statistical analysis (percentage was used to analyze demographic
data while T – test was used to establish the difference between the dependent and independent
variables). The finding indicates that digital devices contribute greatly in teaching and learning
Biology. The findings also indicated major differences in the performance of students with digital
devices and those without. It was also discovered that majority of public schools are lacking and
upon this basis recommendations were made for the provision of both material and human
resources for effective teaching of Biology at secondary school level.
CHAPTER ONE
INTRODUCTION
Background of the Study
Science is a body of knowledge, a way or method of investigating, and a way of thinking
in the pursuit of an understanding of nature (Abimbola, 2013). Science is a mechanism, a way of
trying to improve our knowledge about the universe. Science is an objective, logical and repeated
attempt geared towards understanding the principles and forces operating in the universe. Science
is a pursuit and application of knowledge and understanding of the natural and social world
following a systematic methodology based on evidence. (Bello, 2016).
Science can be considered as a complex social activity that is primarily dedicated towards
obtaining in-depth knowledge of nature, society, and thought. It is a system of acquiring
knowledge based on scientific processes in order to organize the body of knowledge gained
through research. There are, at least, two broad divisions of science, which are: Social Science and
Natural sciences. Social sciences deal with searching for a thorough understanding of people in
society, But the focus of natural sciences is on searching for in-depth understanding of natural
phenomena and events. Natural science is organized into content disciplines, such as Biology,
Chemistry, and physics. This research will focus on natural science and Biology as at large (Bello
2017).
Biology is the science that studies life. What exactly is life? At glance, it seems simple
but it's not to define life. For example, a branch of biology called virology studies viruses, which
exhibit some of the characteristics of living entities but lack others. It turns out that although
viruses can attack living organisms, cause diseases, and even reproduce, they do not meet the
criteria that biologists use to decline life. Biology, study of living things and their vital processes.
It is the scientific study of organisms. Biology is a science subject which is being taught in senior
secondary school. The impact of biology on the life of every individual globally cannot be
compared with any other science subject. Biology assists us to have a better understanding about
causes of some diseases and proffer solutions to most of them. The study of biology in secondary
school cannot be overruled.
Biology is subdivided into separate branches for convenience of study, though all the
subdivisions are of plants (botany) from that of animals (zoology), and the study of the structure
of organisms (morphology) from that of function (physiology), all living things share in common
certain biological phenomena. Biology is often approached on the basis of levels that deal with
fundamental units of life. At the level of molecular biology, for example, life is regarded as a
manifestation of chemical and energy transformations that occur among the many chemical
constituents that compose an organism. As a result of the development of increasingly powerful
and precise laboratory instruments and techniques, it is possible to understand and define with high
precision and accuracy not only the ultimate physicochemical organization (ultrastructure) of the
molecules in living matter but also the way living matter reproduces at molecular level.
Biology concepts are the multiple key characteristics or functions that all groups of living
organisms share, they include: order, sensitivity or response to stimuli, reproduction, adaptation,
growth and development, regulation, homeostasis, and energy processing. When viewed together,
these eight characteristics serve to define life, since Biology is a science that studies life, these
concepts are life itself and it is important that students know and understand them.
Digital devices are devices that are readily connected to the Internet. Some examples of
digital devices used in education include; projectors, smart boards, Digital paper, Smart tables,
ICT tools-fit classroom environment, Audio enhancements, digital textbooks, computer, tablets
and laptops. The use of digital devices in education is not only to jump on trends or be
Technologically advanced but to actually assist the teacher, the students, the school and the society
at large. Due to time constraints most Biology classes are always teacher-centered as the teacher
pushes to complete the scheme of work for that term, so they end up using the majority of their
time to give notes due to the bulky nature of the subject and have very little time for explanation
and other classroom activities. The use of devices like projectors, tablets not only saves time, it
always facilitates learning, it makes biology classes more interesting and interactive, it makes
diagrams and imaging easier to remember, it helps create a virtual learning reality.
Digital Devices are electronic devices that can create, generate, send, share, communicate,
receive, store, display, or process information, and such electronic devices shall include, but not
limited to, desktops, laptops, tablets, peripherals, servers, mobile telephones, smartphones Etc. A
digital device is an electronic signal that represents either a one (“on”) or a zero
(“off”). The on state is represented by the presence of an electronic signal; the off state is
represented by the absence of an electronic signal. Each one or zero is referred to as a bit (a
contraction of binary digit); a group of eight bits is a byte. The first personal computers could
process 8 bits of data at once; modern PCs can now process 64 bits of data at a time, which is
where the term 64-bit processor comes from. Digital Devices provide: opportunities for students
to learn, create, share, and collaborate beyond the classroom; enhanced opportunities for group
and project-based learning within real-world contexts and a wider range of personalized learning
experiences that meet the diverse needs of learners including identities, languages, and cultures.
Learning retention is the process of transferring new information into long-term memory.
This means you’ve effectively taken in the information and are able to recall it in the future.
Without retaining what has been learned, it would leave ones’ short-term memory after a certain
amount of time has passed. In order to improve your learning retention, it’s necessary to find new
strategies and solutions to ensure you engage with the material. This will help your brain identify
this new information as important.
A secondary school describes an institution that provides secondary education and also
usually includes the building where this takes place. Most secondary schools provide both lower
/junior secondary education (age 12 to 15) and upper/ senior secondary education (age 15 to 18).
This is where the learning and retention of Biology concepts occurs. Senior secondary school is
the second section of secondary school which comprises 3 stages in Nigeria, which are; SS 1, SS
2 and SS 3. In these stages of school subjects that are broader than primary and junior secondary
school are taught in which Biology is one of them.
Digital devices make teaching and learning easy in all aspects of education particularly
in teaching Biology. There are some terms of concept of biology that would need demonstration
and further explanation but due to insufficient time allocated to the teacher he or she might not
explain it satisfactorily, if such school possess digital device in school, the teacher can tell the
students to check for more experiment online and bring their new idea to the class the following
day. Digital learning is an effective teaching method to enhance students’ learning experience. It
emphasizes a high-quality teaching experience and provides access to challenging contents,
feedback through formative assessment, and self-learning opportunity at student’s own pace.
Digital classrooms are considered as the vital element in promoting and improving the
traditional methods of teaching and learning. Digital classrooms require a shift from teachercentered to student-centered environment where the instructor must take on multiple new roles.
The integrating technology into the classroom is an approach to develop better understanding of
basic concepts provided for learning, if it is applied appropriately. Digital classrooms comprise all
forms of electronically supported learning and teaching. Innovative ways of teaching with
technology enabled education making them flexible and technological.
Digital learning also contributes to student access to devices such as smartphones and
tablets. It makes the shift to digital instructional materials (Bailey et al, 2013). The activities in
social networks provide students with an active process that gives significant meaning to them.
Effective pedagogical practices and use of technology will naturally motivate the students. Internet
and social networking tools can provide opportunities for students to find information, collect their
own materials, communicate, create meaning, and evaluate the final outcome. Students with selfdirected learning practices will create an active learning environment. The digital learning
practices can affect self-motivation to improve the quality of the learning. Therefore, students must
be prepared and always explore new technology to enhance their learning experience. They
allowed the student to explore without the need for constant intervention by the teacher.
Having an understanding of Biology concepts and digital devices, it is clear that both are
important and useful in life. It is therefore important to understand the effects the use of these
devices have on the retention of Biology concepts. The use of Technological devices has become
vast globally and has been incorporated in various aspects of life including education, although
these devices have a lot of advantages they are not without disadvantages. So we delve into the
effects to see if it has more pros than cons Vice versa in education. This research focuses on Digital
Devices and not textbooks because of the alarmingly increasing use and easy access to technology
most kids have especially those in secondary schools and the interest in Biology is due to my area
of expertise. The use of digital devices in secondary schools can be controlled better than in tertiary
institutions which makes observation and obtaining of more accurate data easier from secondary
schools. Biology is majorly taught in secondary schools as it is a more complex science, Pupils in
Primary school and oftentimes Junior secondary schools may not have developed the capacity to
understand these Biology concepts.
Biology has been incorporated in most schools for students in the arts, commercial, socialsciences and technical classes because of the importance of learning Biology in our todays' world.
It is a science that studies life and as people with life we must have knowledge of these. Biology
is subdivided into separate branches for convenience of study, though all the subdivisions are
interrelated by basic principles. Thus, while it is custom to separate the study of plants (botany)
from that of animals (zoology), and the study of the structure of organisms (morphology) from that
of function (physiology), all living things share in common certain biological phenomena—for
example, various means of reproduction, cell division, and the transmission of genetic material.
The review of teaching and learning of science in Nigeria may be meaningless without a
look at the Science Curriculum. The history of science curriculum in Nigeria indicated that before
and after independence in 1960, the curriculum was characterized by so many defects which called
for a strong need for improvement. Among the defects is the fact that the curriculum was incapable
of producing for the nation individuals with the right orientations capable of salvaging the nation.
The content aspects of the curriculum were a combination of disjointed topics in each of the science
subjects with no unifying concepts to make both teaching and learning easily attainable. In the
junior classes, it was general science with the topics merely selected from the sciences.
In the
upper classes, the topics taught were geared towards passing external examinations and so did not
appear to meet the needs of the society. The teaching of science courses was by recitation, which
violates sound learning (Bajah, 1983; Eze, 2001).
The current state of secondary school achievement in sciences especially. Biology has been
characterized according to some scholars as poor (Anderson, 2001; Ogunleye, 2002; Freedman
2002; Omoniyi, 2006). The West African Examination Council report on candidate’s performance
in Senior Secondary School Certificate Examination (2008) equally expressed concern at the
deteriorating trend in performance of candidates over the years in science. Ogunleye (1999)
observed the declining popularity of the physical sciences evident in the various low enrolment
patterns in schools. Rosier (1990) in his report of the international science study observed that
among different countries of the world that participated, Nigeria's primary school pupils came last
in primary science achievement, while Nigeria's secondary school students were last but one in
achievement. This shows the level of low performance in sciences among Nigerian pupils and
students. If this trend of low achievement is allowed to continue unabated, it will be difficult to
achieve the goals of the science education programme in the National Policy of Education.
Statement of the Problem
In today's world learning in most developed and developing countries has changed from
black boards to digital boards, classroom settings changed from Teacher-centered traditional
method to Student-centered digital communication method. Biology has become increasingly
popular for being a boring and bulky subject, students have lost sight of the importance biology
has in our lives and rather think upon how lengthy and uninteresting it has become. Most biology
classes are teacher-centered, with hardly any interaction with the students, the teachers just drop
the 'bulky' note and expect the students to read it. Various researches conducted on the integration
of Digital Devices in teaching and learning have seen improved quality of learning and
performance of learners. The effective integration of digital devices in the implementation of
biology curriculum as its pedagogy requires the schools’ readiness and the proficiencies of its
teachers.
The significance of digital devices in teaching and learning cannot be overstated and it is
uncommon to see such in most schools in Nigeria. The integration of Digital Devices comes with
doubt challenges, challenges that do not allow the full integration of these devices. Digital devices
are efficient, faster, time saving, more interactive, more engaging than the static lecture method.
Incorporating digital devices in the teaching and learning of biology makes biology more
interesting to the students, calls for more participation in class, the visuals and audios make for
easy retention of the subject, it also enables teachers complete the syllabus on time and also allows
for proper learning to take place but digital devices are costly, they require a constant and stable
source of power and some of them also require uninterrupted internet connection all of which are
lacking in a developing country like Nigeria.
Various studies have been carried out on the effects digital devices have on learning, on
students, on schools even on the country at large but none has been about the effect of digital
devices on the achievement and retention of biology concepts in senior secondary schools in Ilorin,
Nigeria. It should also be stated that apart from the cost and inadequacies that come with
implementing digital devices, a good number of teachers, lecturers, education administrators
believe that incorporating digital devices would cause more harm than good, they believe it would
serve as a major distraction and would make students lazy, unproductive and condescending. They
also believe, especially with the various kinds of knowledge and exposure, they may not be able
to properly control its use allowing students to abuse the use of these devices. Hence this study
attempts to see the effectiveness of digital devices in teaching and learning biology in these
secondary schools in Ilorin .
Purpose of the Study
The main purpose of the study is to investigate the effects of digital devices on the retention
and achievement in biology concepts in senior secondary schools. Specifically, the study seeks to
determine:
1. the availability of digital devices for teaching of biology concepts in senior secondary
schools
2. the effects of digital devices on students’ retention of biology concepts.
3. the effects of digital devices on students’ achievement in biology concepts
4. differences in the effects of digital devices on students’ retention of biology concepts on
the basis of gender?
5. differences in the effects of digital devices on students’ retention of biology concepts on
the basis of school type?
6. differences in the effects of digital devices on students’ achievement in biology concepts
on the basis of gender?
7. differences in the effects of digital devices on students’ achievement in biology concepts
on the basis of school type?
Research Questions
The following questions were raised to guide this study.
1. Are digital devices available for teaching biology concepts in senior secondary schools?
2. What are the effects of digital devices on students’ retention of biology concepts?
3. What are the effects of digital devices on students’ achievement in biology concepts?
4. Are there differences in the effects of digital devices on students’ retention of biology
concepts on the basis of gender?
5. Are there differences in the effects of digital devices on students’ retention of biology
concepts on the basis of school type?
6. Are there differences in the effects of digital devices on students’ achievement in biology
concepts on the basis of gender?
7. Are there differences in the effects of digital devices on students’ achievement in biology
concepts on the basis of school type?
Research Hypotheses
The following hypotheses were postulated for this study
1. There are no significant differences in the effects of digital devices on students’ retention
of biology concepts on the basis of gender.
2. There are no significant differences in the effects of digital devices on students’ retention
of biology concepts on the basis of school type.
3. There are no significant differences in the effects of digital devices on students’
achievement in biology concepts on the basis of gender.
4. There are no significant differences in the effects of digital devices on students’
achievement in biology concepts on the basis of school type.
Scope of Study
This study focuses on the effects of the use of digital devices in the achievement and
retention of biology concepts in senior secondary schools. This research is limited to the students
in senior secondary school (1) to senior secondary school (3 ) offering Biology. The instrument
to be used for this proposed study is a close ended questionnaire in a Likert scale format. A
questionnaire designed by the researcher was used for data collection and the data collected was
analyzed using percentage and Analysis of Variance (ANOVA) at 0.05 level of significance.
Significance of Study
The findings of these studies would be beneficial to students, biology teachers, the school,
curriculum planners and management. Government and the Ministry of Education as well as
Educational researchers. The study would make students actively involved in the teaching/learning
process as their attention would be easily captured and retained when learning is facilitated by the
use of digital devices, hence easy and quick assimilation of biology concepts.
The study also gives teachers a way to teach biology effectively and completely and also
achieve the goals and objectives for that session. Since Biology is a complex and bulky subject it
helps with the time constraints and makes it easier to give out notes in a class. The study will shed
light on the need for schools without digital devices to take into consideration the use of digital
devices in Senior Secondary schools which will surely improve and facilitate learning.
Clarification of Major Terms and Variable
The following terms and Variables were defined as used in this study:
Science: It is a systematic enterprise that builds and organizes knowledge in the form
of testable explanations and predictions about the universe.
Biology: It is a branch of science that deals with living organisms and their vital processes.
Digital: systems record or transmit information in the form of thousands of very small signals.
Devices:
a complete piece of physical hardware that is used to compute or
support computer functions within a larger system
Retention: The ability to recall or recognize what has been learned or experienced;
Achievement: something accomplished, it’s the process of obtaining something especially with
effort, skill and courage.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter contains the review of literature which are relevant to the current research.
The review has been carried out under the following sub-headings:
● Early use of Digital device in Teaching and learning
● Effect of digital devices in Teaching and learning in Biology.
● Digital Devices on the Achievement and Retention of Biology concepts in Nigeria.
● The teaching Method.
● Teacher's qualification on the usage of digital devices in the teaching and learning of
biology.
●
Availability of digital devices in secondary school.
● Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
● Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
Based on Gender.
● Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
Based on School Type.
● Appraisal of Review of Literature.
Early Use of Digital Devices in Teaching and Learning.
In the early days, the Education sector witnessed the introduction of some digital devices
as teaching aids to support the ones that were existing in practice to enhance teaching and learning
and as well ease the teachers struggle and frustration of trying to properly introduce his lesson to
the students. With time due to the changes in the education sector as a result of research carried
out , some of these earlier digital devices became old and were replaced with the new ones. Some
of the old digital devices thus are still in use but more modernized and digitized to meet the global
digital and electronic learning brought in as a result of ICT enhancement, the chalk board are
among those digitized. Some the earlier used digital devices in Teaching and learning includes
The chalkboard:
The chalkboard is as old as education or man creation, which has been playing an important
role in the classroom. Despite the advancement of many new technologies, the chalkboard is still
part of the classroom. The British called it blackboard while the US called it chalkboard, which is
a reusable writing surface on which text or drawings are made with sticks of calcium sulfate or
calcium carbonate, known, when used for this purpose, as chalk. Peggy (2000) postulated that the
blackboards were originally made of smooth, thin sheets of black or dark gray slate . Modern
versions are often green because the color is considered easier on the eyes.
A blackboard can simply be a piece of board painted with matte dark paint (usually black
or dark green). A more modern variation consists of a coiled sheet of plastic drawn across two
parallel rollers, which can be scrolled to create additional writing space while saving what has
been written. David (2008), says, the highest grade blackboards are made of rougher version
porcelain enameled steel (black, green, blue or sometimes other colors). Porcelain is very hard
wearing and blackboards made of porcelain usually last 10–20 years in intensive use. Even though
computers contain boards for instruction, the blackboard is still vital in the classroom,
students/teachers can use it to practice in cases where there is power failure, or computer, internet
problems etc. it is difficult to erase the use of the blackboard completely from the classroom as a
teaching aid. Stephen (1999), says that the advent of the digital blackboard has reduced the
dependence on the traditional chalkboard. The use of markers has reduced the risk of upper
respiratory infection teachers were prone to. Most of the above mentioned teaching methodologies
are outdated and cannot function properly in this world of digital technology.
The overhead projector:
Also known as "viewgraph," the overhead projector was created by Jules Duboscq, a
French inventor, in the 1870s. It was first used for police work, and used a cellophane roll over a
9-inch stage allowing facial characteristics to be rolled across the stage. The U.S. Army in 1945
was the first to use it in quantity for training as World War II wound seedown. It began to be
widely used in schools and businesses in the late 1950s and early 1960s. A major manufacturer of
overhead projectors in this early period was the company 3M, where engineer Roger Appledorn
had developed a transparency projection system. As the demand for projectors grew, Buhl
Industries was founded in 1953, and became the leading US contributor for several optical
refinements for the overhead projector and its projection lens. In 1957, the United States' first
Federal Aid to Education program stimulated overhead sales which remained high up to the late
1990s and into the 21st Century Phil (1999) says that an overhead projector is a very basic but
reliable form of projector. The overhead projector displays images onto a screen or well. It consists
of a large box containing a cooling fan and an extremely bright light, with a long arm extended
above it.
Lee. (2001), says, an overhead projector, stated that at the end of the arm is a mirror that
catches and redirects the light towards the screen. An overhead projector can be used to enlarge
images into the projector to be viewed by both the audience and the speaker. The overhead
projector was once a common feature in both classrooms and business meetings. Recently it has
seen a decline in use as more sophisticated computer based projectors are favored. Lantern (2013),
says the overhead projector was first seen during World War 11. It was used as a tool to train large
numbers of servicemen. In the 1950s and 60s it crossed over to the classroom as an educational
tool; and then into the business world as a training tool. This allows the teacher to type notes or
diagrams to give to students and make transparencies of. Students can follow along on their work
sheet while looking at the projected images, while teaching DNA replication.
Overhead Transparencies
The overhead projector or transparencies is the most popular presentation device still in
use today despite all the development. Overhead transparencies are the most widely used, times
new roman or Arial font styles are considered to be the easiest to read on transparencies. Lee
(2001) says that, the transparency, also known in industrial settings as a "view foil" or "foil", is a
thin sheet of transparent flexible material, typically cellulose acetate, onto which figures can be
drawn. These are then placed on an overhead projector for display to an audience. Serlin (1992)
observed that, many companies and small organizations use a system of projectors and
transparencies in meetings and other groupings of people, though this system is being largely
replaced by video projectors and interactive whiteboard. Certain classes, such as those associated
with Biology, Mathematics etc. used transparencies to illustrate a point or problem. Math classes
in particular use a roll of acetate to illustrate sufficiently long problems and to create illustrations
a computer cannot, due to a lack of math symbols on a standard computer keyboard. This problem
is typically limited to Secondary Schools and higher institutions-level.
According to the National Museum of American History (2015), says that, in recent years,
more and more colleges are switching to digital projectors and powerpoint presentations. The
transparencies are time wasting, because with huge material to be presented, it involves regular
paper page change. With digital projectors and powerpoint, images are clearer, reality scenes can
be projected, animation can also be projected while with the transparencies there are no motion
pictures, it only projects drawings and diagrams. Biology teaching has gone far beyond showing
the students diagrams, motion is needed to illustrate how organs function, how blood circulates,
how reproduction takes place, Animal behavior in their ecosystem etc. Biology is about reality not
fiction. The transparencies were used to teach the physiology of animals and plants (structures of
organs).
Television:
Television commonly referred to as TV, telly or the tube is a telecommunication medium
used for transmitting sound with moving images in monochrome (black-and-white), color, or in
three dimensions. It can refer to a television set, a television program, or the medium of television
transmission. Television is a mass medium, for entertainment, educational television, news and
advertising. Television became available in crude experimental forms in the late 1920s. After
World War II, an improved form became popular in the United States and Britain, and television
sets became commonplace in homes, businesses, and institutions. During the 1950s, television was
the primary medium for influencing public opinion. In the mid-1960s, color broadcasting was
introduced in the US and most other developed countries. The availability of storage media such
as VHS tape (1976), DVDs (1997), and high-definition Blu-ray Discs (2006) enabled viewers to
watch recorded material such as movies. At the end of the first decade of the 2000s, digital
television transmissions greatly increased in popularity. Another development was the move from
standard-definition television, with 576 interlaced lines of resolution and 480i to high-definition
television (HDTV), which provides a resolution that is substantially higher. HDTV may be
transmitted in various formats: 1080p, 1080i and 720p. Since 2010, with the invention of smart
television, Internet television has increased the availability of television programs and movies via
the Internet through services such as Netflix, iPlayer, Hulu, Roku and Chromecast.
Diggs (2011), says that, the fastest agents to bring the information from place to place are
radio and television, the main function of the two transmitting media is entertainment, but there
most important function is education. With radio and television, the world itself has become a
large school of formal and informal education. As far as formal education goes radio and television
programs go a long way to broadcast programs to supplement the school syllabus, there are even
channels which are exclusively for students. Segrave (1996), says that the entertainment channels
broadcast programs which are calculated to help students in their school work. Details of the plant
in African bush can be brought to the school room or to one’s home in an instant, whereas reading
about such information provides the students with a lot of details. There are many great films of
Biological topics for use in the classroom.
Everson (1994), says, a television set, also called a television receiver, television, TV set,
TV, or telly, is a device that combines a tuner, display, and speakers for the purpose of viewing
television. Introduced in the late 1920's in mechanical form, television sets became a popular
consumer product after World War II in electronic form, using cathode ray. The addition of color
to broadcast television after 1953 further increased the popularity of television sets and an outdoor
antenna became a common feature of suburban homes. The ubiquitous television set became the
display device for the recorded media in the 1970s, such as VHS and later DVDs and Blu-ray Disc.
Schatkinz (2001), says that major TV manufacturers announced the discontinuation of CRT, DLP,
plasma and even fluorescent-backlit LCDs by the mid 2010s. Televisions since the 2010s mostly
use LEDs. LEDs are expected to be gradually replaced by OLEDs in near future.
Alexandra (2009), says, documentaries from television or special programs on public
television could also tape to show a class. Examples include animal planets, showing animal
behaviors in their habitat, besides visiting tropical forest which is obviously not feasible. Through
television it is possible to give the viewer a realistic experience which is next in quality only to a
real experience. Glinsky, (2001), says, it has long been established by educationists the world over
that students learn better if they see rather than just listen. In this sense television is more effective
than just pictures because television is moving pictures.
Computer
Computers are a technology with many functions, one which is to assist in classroom
instruction. Landu (2003) says, computer as an object of instruction and vehicle for instruction,
object of instruction when learning about the computer itself, and a vehicle for instruction when it
is used to deliver instruction in the classroom either partially or total delivery of instruction via
computer. Computer assisted instruction (CAI), this is where the teacher is substituted with
computer and the learner interacts directly with the system, while computer managed instruction
(CMI), is where records of the child’s learning experiences and needs. Phil (2000), says, any
discussion about the use of computer systems in schools is built upon understanding of the link
between schools, learning and computer technology when the potential use of computers in schools
was first mooted, the predominant conception was that students would be taught by computers.
Mevarech and Light (1992) in chamber (2000). During the 1980s, computers became more
affordable to schools permitting a rapid decrease in student –to –computer ratios. While tutorial
and D&P Software continued to develop (Chamber2002).
A range of other educational software developed that was not based on the premise of
teacher replacement, for example simulation software, modeling and tool software. Hannafin and
Savenye (1993); Hussein (1996), says that the major rationale for having computers in schools was
more concerned with the need to use computers to improve students’ learning. Broadly speaking,
computer literacy is a component of technology education, which is distinct from using
technologies such as computer systems to support learning and teaching processes. The latter is
generally referred to as educational technology; and is applied to a wide range of technologies
such as blackboards and chalks, pencils, books and slides –rules to television, facsimiles and
computers (Hyman 1985).
Sony SXRD 4K Projector, (2008), says that the computer programs didactic aid is often
described in didactic literature all over the world. They are made to be an independent source of
reliable, easily comprehensible information given in a way that motivates students. To various
functions and tasks of didactics aids applied in the process of teaching –learning Biology with each
other, but only to interfere skillfully. It is underlined that school practice requires methodologically
grounded application of these aids in the process of teaching and learning of Biology.
Internet
The Internet is so far one of the greatest inventions of all time. The Internet has made it
possible for us to do lots of things. People can shop in online stores like eBay, communicate with
family and friends via Skype or Facebook, watch the latest videos on YouTube, blog and make
money from it, and so much more. The Internet has proven to be very useful and has come with
lots of advantages. Peter (2009), says, the history of teaching aids in the teaching and learning is
as old as the history of education itself. Teachers before the appearance of engineering tools for
teaching and learning find it difficult to develop teaching aids that would be suitable for the topic
they intend to teach. The teaching aids used then were flip charts, maps, illustrations, models, field
trips and drawings. Teachers were then faced with a lot of frustrations when choosing the
appropriate teaching aids, taking into consideration the age, level of education, environment and
availability of the teaching aids. Some teaching aids require money to prepare them, the poor
funding of schools has also contributed to the teacher’s frustrations. Inadequate or lack of enough
classrooms, teachers end up with over populated classes, aids prepared for the lesson became less
visible to those at the rear seats of the class, as the teacher try to go round to explain to each row
the importance of the aids to the topic others engage in noise making, the class becomes rowdy
leading to loss of interest. Some drawings are not well presented especially in Biology the student
views the drawing from a different perspective, perceiving it to be something else. The field trips
especially to the zoo to see the animals performing either one action or the other as most animals
have time for their different activities before the student could make it to the zoo the animals may
be at rest so no activity is seen by the students. Jonathan (2014). The teaching aids to make active
the three domains of education (Affective, cognitive, and psychomotor domain). The brain requires
an attractive stimulant before learning of any nature takes place; therefore, there is need for
application of proper teaching aid that can enhance the stimulation.
The teaching and learning of Biology that requires the use of as many teaching aids as
possible was more verbatim with so much dependence on textbooks and the teacher’s knowledge.
Ward (2009), says, with the internet learning tools, new development and discoveries in world of
biology can be known to students within 24hrs of discovery, but with the outmoded teaching
strategy it usually takes years for the Biology books to be reviewed and release to schools and take
more years to reach African schools. Specimens, species (either marine, plants, insects etc.) that
cannot be found in this part of the world are visibly seen and identified by the Biology students
through the use of the internet based tools. Dinosaurs that went into extinction whose parts were
recently discovered and posted on the internet is also an example of the effectiveness and value of
the internet based learning tools. The advent of the internet has changed the way the teaching and
learning of Biology is done across the world. Most lessons prepared by teachers are not lacking in
content, but the way the lesson is presented. Biology is full of fun, because its study is full of
motion, pictures, and new discoveries which encompasses all human and animal activities, that are
very exciting and amusing to watch and learn if the lesson is well prepared with adequate aids to
help in the transfer of learning. Teaching methodologies are always employed by the classroom
teacher to suit the topic he/she is to teach. When teaching methods are poorly applied it makes it
impossible for the objectives of the lesson to be achieved. More theories and researches have been
conducted on the proper application and choice of teaching methodology especially in the field of
Biology to ensure effective transfer of knowledge.
Bill (2000) says many problems that arise from teaching are as a result of poor selection
and application of teaching methods. Some of the teaching methods are outdated and require to be
replaced with the new technology to meet the global challenges in education and give room for
research as well as innovations in the field of Biology. As the most sophisticated and effective way
of communication in the modern world; the Internet has become part of the modern human reality.
Nowadays, it is almost unavoidable to effectively work in a workplace of any profession that
requires a high level of education and competence, without using this irreplaceable communication
and learning resource. Efficiency in the performance of any profession directly depends on the
way and available opportunities that are used over the Internet. Everyday life of each individual is
also under the great influence of various technical possibilities and learning potentials provided by
the Internet. In the modern world, the Internet has become the primary means of communication
between individuals, institutions, organizations etc., and a means of education, the Internet is very
widely used. In a technical sense, the Internet represents a global system of interconnected
computer networks, through which data is exchanged. It is also referred to as the “network of
networks”, consisting of millions of private, public, academic, business, government, and nongovernment networks around the world, based on various technological solutions.
This global network serves as the basis for various resources or possibilities of the Internet,
such as web communication (www), email (e-mail), and “chat” on the Internet (online chat), video
communication, file sharing, and online gaming, and so on. The Internet is a complex
conglomerate of various systems and subsystems, connected in a comprehensive network
structure. It is, in itself, the most complex system that man ever created, with the tendency of
further extending and improving different structures and functional connections, applying new
technological possibilities and solutions. This is also facilitated by new data transmission
technologies over the Internet and constantly increasing the speed of connections and data flow in
both directions (transfer, download and upload).
One of the areas of education, which owes its more intensive and more complete
development, as well as the expansion in today’s time based on the development of the Internet,
is the field of distance education (Moore & Kearsley, 2005). In addition to the term “distance
education”, in pedagogical theory and practice, concepts such as “distance learning”, “online
education”, “online learning”, “e-learning” and other concepts (Moore, Dickson-Deane, & Galyen,
2011), to a greater or lesser extent, coincide with the scope and content of the general term
“distance education” or belong to it as part of the content. The term “online” means the situation
of an active computer connection to the Internet, and in this case, “online education and online
learning” mean the use of a computer connected to the Internet in the distance learning process.
Antonijević (2018) has however observed that in the period before the emergence and
development of the Internet, one of the key problems in the use of knowledge and information was
the problem of their accessibility. Access to different knowledge, content and information was
generally limited by the technical capabilities of key mediators in the transmission of information
that were predominant in a certain stage of the development of mass media, in the following line
of appearance and development: printing, radio, television, satellite television, cable television,
and so on. These various media in the exchange of information were various state, public and non-
governmental institutions and organizations (libraries, cultural institutions, public information
institutions, public services in different areas, etc.). With the appearance and development of the
Internet, the accessibility of information has drastically increased, regarding the amount of
information that is constantly increasing. What inevitably follows a dramatic increase in the
volume of information on the Internet is the need for information selection. In spite of the fact that
the volume and accessibility of information on the Internet has continued to increase, there has
been limited access to information from the very beginning of Internet’s development in various
areas, which is enabled to certain predefined categories of users. In addition, there are different
levels of “confidentiality” of access. For example, the highest level of confidentiality would be the
data stored in intelligence services’ databases, if at all available on the Internet, with the highest
level of access restriction (multiple levels of access protection). The restriction of access, as
already described, also exists in the area of electronic editions of scientific papers published on the
Internet, which can be accessed based on the username and password, enabled by payment for the
access.
Speaking on the possibilities of effective communication via the internet, Antonijević
(2018) continued and pointed out that Nowadays communication through the so-called “hard
mail”, or via classic postal items, is considered a slow and obsolete way of communication. In the
initial phases of the development of distance education, the use of this type of communication took
place to a large extent. In contrast, e-mail communication today is the predominant and maximally
efficient form of communication, with numerous additional technical capabilities found in various
e-mail communication software. In addition to email, the so-called chat communication has been
developed on the Internet. This communication is provided with the help of the IRC (Internet Relay
Chat) system and it implies the possibility of direct written communication between two or more
persons over the Internet. The most famous services for this type of communication via the Internet
are MSN Messenger, Viber, ICQ and IRC. In recent times, communication has evolved towards
the integration of text, audio and video in communication (audio-visual conversation, or video
phone). One of the newer software in this area (MSN Messenger), besides text, audio and video
communication, enables the transfer of files, photos, links, etc. Of course, all of these forms of
Internet communication can be efficiently used in the process of education, teaching and learning.
The Internet as a basic means of mass communication has a wide field of application, and
it will increasingly gain in importance in the field of institutionalized and non-institutionalized
education in the future. Some bold assumptions about the importance of the Internet in this area
are aimed at predicting that the Internet will play a key role in this domain, which in particular
refers to the emphasis on the importance of future distance education. The role of the Internet will
increase in the future in all areas of education Biology not excluded, at all levels of education, and
also in the domain of existing or different forms of individual informal learning.
Effect of digital devices in Teaching and Learning of Biology.
Biology, as a subject, is the study of all living things. Most of the concepts or technicalities
in Biology are extremely aided by visualization. A student cannot recognize an albino rat unless
he/she sees it. Thus, the controlled use of digital devices cannot be over emphasized. Technology
by itself is not a sufficient solution but instead an enabler of more effective teaching and learning
approaches. Technology must be grounded in progressing pedagogies and models that foster
greater student engagement and performance. This implies that devices can be fashioned to
function in a particular manner, in this case biological concepts, such that its functions are
restricted towards helping the student in and out of class. Students with access to mobile digital
devices will be able to conceive those concepts that are not so understood in classes.
The study adopts the constructivist learning theory as proposed by Jean Piaget (1896 –
1980). Rampersad (2011) stated that constructivist theory was reinforced by educational
psychologists such as Jean Piaget and William Perry after they voiced their dissatisfaction with
behaviorism learning theory. The behaviorism learning theory is teacher-centered learning; a
teacher plays a significant and a leading role in transmitting knowledge to learners, the students'
learning processes rely heavily on the teacher's material and knowledge. The assumption that is
made is that a student who listens to the teacher's explanation does classroom activities instructed
by teachers, and engaging in the feedback provided by the teachers will result in effective learning.
In contrast, constructivism is learner-centered learning, constructivism learning theory
suggests that 'learners must construct their knowledge and meaning of experiences' (Rampersad,
2011). This theory is concurred by researchers such as Pitan and Muller (2019), Rampersad (2011)
who is advocating the hypothesis that students learn best in an environment that enables them to
discover new knowledge for themselves rather than being provided to them by the teacher. The
theory encourages learners to think outside the box, be creative, learn from experiences of the
world, and be active to create new knowledge. The teachers who use the constructivism framework
must provide students with appropriate guidelines to assimilate new information to the existing
information and encourage them to construct new knowledge by themselves.
The constructivism theory is believed to have two major benefits; firstly, it enforces
students to solve 'authentic' problems. Secondly, learners can acquire new knowledge through life
experiences and discipline (Agudo & Sánchez, 2015). These benefits are based on a setting that
students learn best in an environment that enables them to acquire knowledge and find a new
solution for themselves. There is a strong assumption that the implementation of ICT in schools
follows the constructivism theory, ICT being a force or a tool that students can use to gather new
information (Rampersad, 2011). The role of ICT in constructivism learning is to constitute learnercentered learning, decrease memorization, improve the thinking capability of learners and it is only
through ICT that the theory can be transformed into practice (Agudo & Sánchez, 2015).
The digital revolution has profoundly affected daily living, evident in the ubiquity of
mobile devices and the seamless integration of technology into common tasks such as shopping,
reading, and finding directions (Anderson, 2016; Smith & Anderson, 2016; Zickuhr & Raine,
2014). The use of computers, mobile devices, and the Internet is at its highest level to date and is
expected to continue to increase as technology becomes more accessible, particularly for users in
developing countries. Mobile technology has led to most people to carry their own individual small
computers that contain exceptional computing power, such as laptops, personal digital assistants
(PDAs), tablet personal computers (PCs), cell phones, and e-book readers. This large amount of
computing power and portability, combined with the wireless communication and context
sensitivity tools, makes one-to-one computing a learning tool of great potential in both traditional
classrooms and outdoor informal learning.
Integrating technology into teaching and learning is not a new challenge for secondary
schools. Administrators in secondary schools have grappled with how to effectively use technical
innovations such as video and audio recordings, email, and teleconferencing to augment or replace
traditional instructional delivery methods (Kaware & Sain, (2015; Westera, (2015). However, this
challenge has been much more difficult due to the sheer volume of new technologies on the market.
For example, in the span of 7 years (from 2008 to 2015), the number of active apps in Apple’s
App Store increased from 5000 to 1.75 million. Over the next 4 years, the number of apps is
projected to rise by 73%, totaling over 5 million (Nelson, 2016). Further compounding this
challenge is the limited shelf life of new devices and software combined with significant internal
organizational barriers that hinder secondary schools (schools) from efficiently and effectively
integrating new technologies.
Mobile digital devices such as laptops, personal digital assistants, and mobile phones have
become a learning tool with great potential in both classrooms and outdoor learning. The
availability of these devices has equally been aided by competition amongst manufacturers and a
bid for continuous innovations, which in turn has led to production of numerous devices, with
different specifications and qualities and also provided a wide price range to choose from when
considering to purchase a digital device. With regard to access to computers, large-scale one-toone computing programs have been implemented in many countries globally, such that
elementary- and middle-school students and their teachers have their own mobile devices. In
addition, in terms of promoting innovation in education via information technology, not only does
mobile computing support traditional lecture-style teaching, but through convenient information
gathering and sharing it can also promote innovative teaching methods such as cooperative
learning, exploratory learning outside the classroom (Liu, Lin, Tsai, & Paas, 2012), and gamebased learning (Klopfer, Sheldon, Perry, & Chen, 2012). Therefore, mobile technologies have
great potential for facilitating more innovative educational methods. Simultaneously, these
patterns in educational methods will likely not only help subject content learning, but may also
facilitate the development of communication, problem-solving, creativity, and other high-level
skills among students.
Digital devices have provided access to online schools such as Edx, Udemy, Coursera
where students can enroll to take courses on specific topics or concepts in order to gain an in depth knowledge of the topics that were briefly taught or explained in the classroom. Digital
learning" is a learning method based on the use of new digital tools to enable learners to learn in a
different way, whether it be face-to-face, distance learning (asynchronous or synchronous) or
blended learning. The advantages of digital learning are numerous, particularly for the learner in
the context of distance learning. First of all, there is the freedom to learn when you want (in the
morning, in the afternoon, etc.), where you want (at home, on the road, in the library, etc.), how
you want (on your computer, smartphone, tablet, etc.) and at the pace you want (to go through
certain points of the programme more quickly, come back to others, etc.). In other words, digital
learning places the learner at the heart of the training and it is the training that adapts to the learner
and not the other way round.
Some other benefit of digital learning includes:
i.
Wider Accessibility
ii.
Flexibility in learning and development
iii.
A more engaging method of learning
iv.
Personalized learning to children’s individual progress
v.
Improved tracking of individual child’s progress.
Modern technology has expanded from use as technology for communication and online
entertainment to tools in education for developing cognitive thinking and enriching academic
activities. Okwelle and Alagoa (2014) believed that the modern electronic instructional materials
can provide the teacher with a meaningful and useful source of information; interesting and
competitive platforms for conveying information. It also;
i.
helps the teacher overcome physical difficulties in presentation of a given concept;
ii.
explains points,
iii.
creates reality,
iv.
encourages active participation of learners
v.
saves time.
vi.
Gives opportunities for students to learn, create, share, and collaborate beyond the
classroom
vii.
enhances opportunities for group and project-based learning within real-world contexts
viii.
Gives a wider range of personalized learning experiences that meet the diverse needs of
learners including identities, languages, and cultures
ix.
Provides flexibility when it comes to sharing student work, allowing students to get
feedback and input from their peers as well as from their teachers
x.
Enables access to resources beyond the school walls, including experts and other people in
the community.
xi.
Contributes to building digital fluency, increased student engagement, motivation,
independence, task completion, and efficiency.
Students as well develop functional knowledge, manipulative skills and understanding of
their subject of study as the materials facilitate, stimulate curiosity and different learning styles.
Moreso, Esu, Enukoha and Umoren (2009) found that skillful utilization of these materials can
transform a dull and difficult class into an exciting class producing effective learning. Ofili (2012)
researched on instructional television utilization for the enhancement of cognitive skills;
implication for the challenges of science education in Niger State, Nigeria.
In the same vein, Okworo (2010) reported that television and video-tape motivates and
stimulates learners to learn materials, which may not be available in the real environment. Staylor
(2010) earlier opined that the use of multimedia, which is the use of two or more instructional
media in biology instruction can make difficult and abstract concepts to become real and
interesting thereby resulting in meaningful learning. Nweke, Dirisu and Umesi (2015)
corroborating Staylor, examined the effect of synchronized multimedia (MM) on motivation and
academic performance of biology students.
Adams (2011) and Udeani (2012) lamented that most public secondary schools in Nigeria
may be lacking or not have access to these materials, thus teaching science concepts in abstract,
the outcome may be poor performance of students in both internal and external examinations such
as National Examination Council (NECO) and secondary school certificate examinations
(SSCE).
Digital Devices on the achievement and retention of Biology in Nigeria.
Biology is unquestionably a major discipline in comprehending and responding to some of
the most important issues of the day, from many issues and crises of the population growth
challenges, effects of human impacts on Ecosystems and variations of climate change. It plays a
cogent role in the development of a nation. The objectives of new Secondary School Biology
curriculum as provided in the National Policy on Education (2013) include:
i.
Adequate laboratory and field skills in Biology
ii.
Acquisition of necessary Biology Skills
iii.
Meaningful and relevant knowledge in Biology
iv.
Ability to Apply Scientific knowledge to everyday life, matters of personal and
community health and agriculture.
v.
Reasonable and functional scientific attitude (Federal Republic of Nigeria 2013)
Instructional media encompass all the material and physical means an instructor might use
to implement instruction and facilitate students’ achievement of instructional objectives (Omoniyi,
2005). Obielodan (2015) defined instructional media as the collection of materials that a teacher
uses in the teaching and learning situation to concretize learning experiences so as to make learning
more exciting, interesting and interactive to all categories of learners with the ultimate aim of
achieving the learning objectives.
Therefore, projected instructional media are those channels of communication which
promote the effectiveness of instruction and help the teacher to communicate ideas effectively to
the students via the screen with the projector (Onasanya, 2015). Also, projected instructional media
helps in supporting the students with living examples and visual elaboration, which makes
classroom learning environments enjoyable (Isola, 2010).
Projected instructional media are those channels, ways or medium by which information,
skills; knowledge among others is translated to learners during the teaching-learning process.
They assist in achieving the stated behavioral objectives when evaluation is carried out at the end
of the lesson or programmes and help students to retain knowledge for longer periods (Awolaju,
2015).
In spite of the importance and popularity of biology among Nigerian students, performance at
senior secondary school level has been poor (Ahmed, 2008). Poor teaching methods adopted by
teachers at senior secondary school level in Nigeria have been identified as one of the major factors
contributing to poor performance of students in biology (Ahmed & Abimbola, 2011; Kareem,
2003; Umar, 2011).
In this 21st century, an inspiring and fascinating method should be stimulated to aid
students better learn, comprehend, and retain biology concepts and support their future
participation. One of the promising tactics, according to Adegoke (2010); Kuti (2006); Mayer,
Dow, and Mayer (2003); and Moreno and Mayer (2000), involves multimedia presentations
supported in visual and verbal formats supplemented with pictures, animations, texts, and
narration. In defining multimedia learning, it is useful to differentiate among media, mode, and
modality. Media refers to the system used to present instruction, such as a book-based medium,
video-based medium or a computer-based medium. Mode refers to the format used to represent
the lesson, such as words versus pictures. Modality refers to the information processing channel
used by the learner to process the Information, such as auditory versus visual (Mayer, 2005).
The Teaching Methods.
The conventional teaching method is classroom-based and consists of lectures and direct
instructions conducted by the teacher. This teacher-centered method emphasizes learning through
the teacher’s guidance at all times. Students are expected to listen to lectures and learn from them.
The teacher often talks to the students instead of encouraging them to interact, ask questions, or
make them understand the lesson thoroughly. Most classes involve rote learning, where students
depend on memorization without having a complete understanding of the subject.
Just passing
the tests, consisting of descriptions, matching, and other forms of indicators, is all that matters to
complete the curriculum (Adegoke, 2011; Umar, 2011).
The persistent use of this method makes students passive rather than active learners. It
does not promote insightful learning and long–term retention of some abstract concepts in biology
(Ahmed, 2008; Ahmed & Abimbola, 2011; Kareem, 2003; Umar, 2011).
The results of the Senior Secondary School Certificate Examination (SSSCE) of biology students
in Nigeria as shown in Figure 1
Figure 1. Performance of Biology Students in May/June WASSCE, 2007- 2011 in Nigeria at
Credit Level
Source: West African Examination Council 2007 – 2011 Annual Report.
Figure 1 shows the percentage of students that passed biology at the Senior School
Certificate Examination (SSCE) conducted by the West African Examination Council (WAEC).
As the table depicts, the number of students that passed biology at credit level (A1-C6) was
consistently less than 50% for the past five years (2007-2011) in Nigeria (West African
Examination Council, 2011). Now with the introduction of Digital device learning which is a
student centered learning brings about more achievement to educational system in general, the use
of eLearning helps in d retention of biological concept, it is an advantageous medium for both the
teacher and the learners to gain access to learning at their own pace and easy assimilation of subject
being taught.
Teacher's qualification on the usage of digital devices in the teaching and learning of biology.
Teachers must begin to see digital skills as an enabler that would assist them in meeting
the demands of the 21st century learners as well as improving the quality of teaching in Nigeria
(Kayode, 2020). In this digitally focused world, education is getting more and more digitized
pushing teachers and educators to re-conceptualize what it really means to be a teacher in the 21st
century. Whether one is a technology determinist or instrumentalist, technology has become an
essential force, shaping much of our teaching and learning practices. The lack of access to
professional development and absence of incentives for training remain major stumbling blocks to
the quality of teaching and output in today’s competitive world. There are teachers who do not
have access to training programmes, while some have access but lack the right incentives. If you
ask some teachers why they don’t get trained, the response you get is that how has it affected salary
review or promotion? So, I would say there is no career structure to professional development in
Nigeria (Kayode, 2020)
It is therefore inherent for teachers to possess digital skills that would enable optimal utilization of
the digital devices for teaching and learning of Biology. A teacher should be able:
i.
Record and edit audio clips.
ii.
Create visually engaging content.
iii.
Use blogs and wikis to create participatory spaces for students
iv.
Create Engaging presentations
v.
Create digital portfolios
vi.
Create non-traditional quizzes.
vii.
Operate and use digital devices like projectors, computers, laptops, tablets, speakers etc.
Availability of digital devices in secondary schools.
The use of Digital devices is neither foreign or strange in most private secondary schools
but the same cannot be said about Public Schools. The availability of digital devices in schools are
usually dependent on two major factors; Adequate Funds for the acquiring of digital devices and
The exposure and acceptability of digital devices to the schools. If public schools were adequately
funded and equipped, the implementation of digital devices would not pose much of an issue, but
because of the structure and the many inadequacies public schools suffer, digital devices are rarely
available in them.
Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
Tukura, Adamu and Kanu (2020) investigated the effects of e-learning on retention and
performance among Basic Science Students in Minna, Niger State”. The research design adopted
for the study was a Quasi-experimental control group design which employed a pretest, posttest,
and post- posttest of the experimental and the control groups. The population of the study consisted
of 4,870 JSSII Students from forty-one schools in Minna. Four schools were selected as samples
for the study with a total number of 200 students. The instruments used for the study was Basic
Science Performance Test (BSPT) with reliability coefficient of 0.89. Four research questions
were answered using descriptive statistics of mean and standard deviation, while four research
hypotheses were formulated and tested using t-test at P≤0.05 level of significance. Major findings
of the study revealed that the use of e-learning has a positive effect on Students’ Retention and
Performance among Basic Science Students.
Güven and Sülün (2012) considered the effects of computer-enhanced teaching in science
and technology courses on the structure and properties of matter, such as the periodic table,
chemical bonding, and chemical reactions, for 13-14 year olds in Turkey. Their proposition was
that computer enhanced teaching can instill a greater sense of interest in scientific and
technological developments, make abstract concepts concrete through simulation and modeling,
and help to carry out some dangerous experiments in the classroom setting. They found a
significant difference in achievement tests between the mean scores of the group of learners who
were taught with the computer-enhanced teaching method and the control group who were taught
with traditional teaching methods.
Bawa (2016) the effects of instructional materials in promoting secondary schools’
students’ academic performance in computer science in Kebbi State, Nigeria. Quasi experimental
with a pretest and post-test, non-equivalent comparison design was adopted. Purposive sampling
was used to select two JSS3 intact classes of 31 and 34 students from Government Girls Secondary
School Birnin Kebbi and Salamatu Hussaini Girls Secondary School Birnin Kebbi as experimental
and control groups respectively to participate in the study. An instrument titled Computer Science
Achievement Test (CSAT) was validated by experts and a reliability coefficient of 0.93 was
obtained using Kuder Richardson 21 (KR-21). The instrument was used for the pretest and posttest. Two research questions were answered and the hypothesis formulated was tested at 0.05 level
of significance. Data were analyzed using mean and z-test. Findings revealed that there was
significant difference in the academic performance of the students taught using instructional
material (computer) and those taught using conventional instruction. In favor of the experimental
group (those taught using instructional material (computer), thus instructional material was found
effective.
Akpan and Onoh (2017) carried out a study to analyze the effects of the accessibility and
utilization of instructional materials by teachers on the academic performance of secondary school
students in Ikwuano Local Government Area of Abia State, Nigeria. Multi-stage sampling
procedure was used in the selection of the sample size. The sample size for the students was 120
students and 120 also for teachers. The instruments for data collection were the questionnaire, a
pre-test and a post-test as applicable. Data collected were analyzed using mean and simple
percentage. The findings were that the disposition of the teachers affected the accessibility and
utilization of instructional materials, and that students who were taught with instructional materials
performed better than those who were not.
Similarly, Ihejiamaizu and Ochui (2019) carried out a study titled utilization of modern
electronic instructional materials and biology students’ academic achievement in Calabar
education Zone, cross River State. The study adopted Ex Post facto-research design. A hypothesis
was formulated to guide the study, and relevant literature reviewed in line with the purpose of the
study. A sample of 490 students was used for the study. A checklist and achievement test were
instruments used for data collection. Data generated were analyzed using one-way analysis of
variance and tested at 0.05 level of significance. The findings showed that utilization of electronic
instructional materials significantly influences students’ academic achievement in biology. Based
on the findings, it was recommended among others that the government should ensure effective
distribution of electronic types of instructional materials to all public secondary schools presenting
candidates for SSCE and NECO to enhance effective teaching and learning of biology.
Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
Based on Gender
Meremikwu, Igiri, Opie and Enukoha (2012) researched to determine the effects of
instructional aids with respect to their gender on primary school pupils’ achievement in
Mathematics. The study adopted the quasi-experimental factorial research design. A random
sample of 600 pupils from public and private schools in Cross River State, Nigeria were selected
using the multi-stage sampling technique for the study. A 20-item multiple choice Mathematics
Achievement Test with a split half reliability index of 0.67 was the instrument used to gather data.
The data collected were subjected to the analysis of covariance (ANCOVA) with the pretest scores
as the covariate. The results of the analyses showed that both the main and the interactive effects
of instructional aids and gender significantly influence pupils’ achievement in Mathematics.
Female pupils in the treatment group achieved significantly higher than their male counterparts in
the control groups.
Similarly, Abdu-Raheem (2016) studied the effects of instructional materials on secondary
schools’ students’ academic achievement in Social Studies in Ekiti State, Nigeria. The population
for the study consisted of all Junior Secondary School Class II students from among which 180
were sampled. The instrument for the study is a 30 multiple-choice self- designed Social Studies
Achievement Test (SSAT). The instrument was validated by specialists in Social Studies Test and
Measurement and Educational Management. The study generated four hypotheses that were tested
at the significance level of 0.05. ANOVA and ANCOVA statistical tools were used to analyze the
data collected. The study found that there was a significant difference in the pre-test and post-test
of students in the experimental group. The study also found that gender effect was not statistically
significant in social studies. The study concluded that students who were taught with instructional
materials performed better than those taught without.
Gambari, Shittu, Ogunlade, and Osunlade (2017) conducted a study on effectiveness of
blended learning and e-learning modes of instruction on the performance of undergraduates in
Kwara State, Nigeria. Quasi experimental using pretest, posttest, control group design was adopted
for the study. The study involved two experimental groups (blended learning, and E-learning) and
a control group (traditional teaching method). Educational Materials and Methods Performance
Test (EMPT) was used for data collection from 30 students that formed the sample for the study.
The Analysis of Covariance (ANCOVA) and Scheffe post hoc test were used to test the
hypotheses. The findings showed that: (i) there was significant difference in the performance of
the three groups in favor of Blended learning, (ii) there was no significant difference in the
performance of male and female undergraduates taught with blended learning, (iii) similarly, no
significant difference was found in the performance of male and female undergraduates exposed
to e-learning mode of instruction.
In a similar study on gender, retention and academic performance, Adeyemi and Ajewole,
(2011) carried out a comparative study on gender, student’s academic performance and retention
in public examinations compared the results of male and female secondary school students in Ondo
state, Nigeria, the study population comprised 221 male and 210 female students. Out of this
population, a sample of 110 male and 104 females was taken using stratified random sampling
technique. It was found that the performance of both male and female students’ examinations was
low.
Sai (2019) investigated the effect of Digital-learning on academic achievement of
secondary school students. The study conducted on 102 students from different Government
schools studying 8th, 9th and 10th class, of which 53 are Female students and 49 are male students,
focuses on the role of digital learning in students’ academic achievement, students’ prior computer
skills, the way digitalization motivates the student towards learning, perception towards digital
methods and effect of teacher-student relationship. The data were analyzed using Statistical
Package for Social Science (SPSS) version 20, a data capturing and analysis software. The study
showed there is no significant difference in academic achievement between male and female
students.
Empirical Studies on Effects of Digital Devices on Students’ Achievement and Retention
Based on School Type
While investigating the effect of the use of multimedia on students’ performance in
secondary school Mathematics, Akinoso (2018) selected two schools randomly from Educational
District V. Intact classes were purposely assigned into experimental and control. Quasi
experimental design was adopted. Mathematics Achievement Test with reliability coefficient of
0.81 using KR-20 was used. Data collected were analyzed using ANCOVA. No significant effect
exists between the Treatment and achievement in mathematics, the mean achievement score of the
experimental group was higher than that of control. Also, significant effect did not exist on
treatment and gender, but, male have higher achievement mean scores (= 57.50) than female
counterparts (= 54.13). Multimedia positively influenced the academic performance of students in
mathematics. Also, students taught in private school (=55.43) performed better than those the
government owned schools (=51.20).
Abdulmumini, Garba and Babangida (2019) researched on the effect of improvised
teaching aids for teaching separation techniques and student’s achievement in Chemistry in Misau
Local Government Area, Bauchi State, Nigeria. The population for the study consisted of all Senior
Secondary School I students of Misau local government area. However, due to the ample number
of the population, a sample of 173 was drawn to represent the entire research’s population. The
design of the study was quasi-experimental with specifically the pre-test and post-test. Two
research questions and two hypotheses guided the study. Chemistry Achievement Test (CAT) was
used to collect data. Mean and standard deviation were used to answer the research questions while
the t-test was used to test the hypotheses with a 0.05 level of significance. The results showed that
locally available materials increased students’ achievement in Chemistry more than the
conventional lecture method. There was no significant difference in the achievement of private
and public school students that participated in the study.
Appraisal of the Reviewed Literature.
The literature review above is relevant to the researcher’s study because it has explored the
effect of digital devices on the achievement and retention of biology concepts in senior secondary
school which is the topic addressed by this study. The study discussed the constructivist learning
theory as proposed by Jean Piaget (1896 – 1980). The relevance of the theory to this study was
stressed on the notion that digital devices are devices that will enhance learner-centered learning.
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter encompasses the methodology and procedures used in carrying out the study. It
was presented under the following subheadings:
i.
Research type
ii.
Population, Sample, and Sample technique
iii.
Research Instrument
iv.
Validation of Research Instrument Procedure for Data Collection
v.
Procedure for Data Collection
vi.
Data Analysis Techniques
Research Type
This research adopted a descriptive research type. A descriptive survey is a type of
observational technique that analyzes data collected from a population or a sample at a specific
point in time (Bandele, 2006). This design was considered most appropriate for this study as it
enables the researcher to describe the situation as it exists without manipulating any factor or
variable in the course of carrying out this study.
Population, Sample and Sample Technique
The population for the study comprised all secondary schools in the local government while
the target population are biology students. Two hundred (200) random biology students were
sampled using simple random sampling
Research Instrument
A researcher’s designed questionnaire was used for data collection. The questionnaire was
in sections A and B. Section A elicits information on the personal data of the respondents such as
name, age, name of school, type of school, gender, class while section B was used to elicit
information on the effect of digital devices on the achievement and retention of Biology concepts
among secondary school students in Ilorin-East Local Government Area. The questionnaire was
structured in a four-response type of Strongly Agree (SA), Agree (A), Disagree (D), Strongly
Disagree (SD).
Validation of Research Instrument Procedure for Data Collection
To ensure face and content validity, the questionnaire passed through the judgment of three
biology education lecturers from the department of science education, University of Ilorin and
corrections and critics were considered before final draft.
Procedure for Data Collection
A letter of introduction was collected from the Head of the Department of Science
Education, University of Ilorin. Therefore, the research with the help of research assistants
administered the questionnaire to the respondents while the copies of the completed questionnaire
were collected immediately from the respondents.
Data Analysis Techniques
The percentage and pie chart was used to describe the demographic data of the respondents.
Mean together with relative importance index was used to answer the research question that had
no corresponding hypotheses while hypotheses were tested using independent samples t-test at
0.05 level of significance.
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
This chapter presents the data that was gathered, analyzed and the results obtained from
the investigation carried out. Descriptive and inferential statistical tools (frequency, and mean)
were used to answer the research questions. An Independent Sample t-test was used to test the
hypotheses. All hypotheses were tested at 0.05 level of significance.
Demographic Data of Respondents.
Table 1 shows the gender of the respondents. 130 (65.0%) of the respondents were males
while 70 (35.0%) of the respondents were females. This shows that the majority of the respondents
were males.
Table 1
Frequency Counts and Percentages of Respondents based on Gender
Gender
Frequency
Percentage
Male
130
65.0
Female
70
35.0
Total
200
100.0
Table 2 reveals the school type of the respondents. 85 (42.0%) of the respondents are from
private schools while 115 (57.5%) are in public schools. This indicates that majority of the
respondents are in public school
Table 2
Frequency Counts and Percentages of Respondents based on School Type
Age range
Frequency
Percentage
Private
85
42.5
Public
115
57.5
Total
200
100.0
Answering Research Questions
Research Question 1: Are digital devices available for teaching of biology concepts in senior
secondary schools?
Table 3 shows the availability of digital devices for teaching of biology concepts. It was
indicated that projectors, cameras, tape recorder, record players and laptops were the available for
teaching of biology concepts because of the mean score which is below the benchmark of 1.5
Table 3
Mean Response on Availability of Digital Devices for Teaching of Biology Concepts
N
1.
Availability of Digital Devices for
Teaching of Biology Concepts
Projectors
Available
Mean
SD
122
Not
Available
78
1.61
.489
2.
Motion pictures
80
120
1.40
.491
3.
Video players
69
131
1.34
.477
4.
Smart Boards
50
150
1.25
.434
5
Biometric devices
14
186
1.07
.256
6
Cameras
132
68
1.66
.475
7
Tape recorder
108
92
1.54
.500
8
Record players
99
101
1.50
.501
9
Laptops
188
82
1.59
.493
10
Interactive TV
53
147
1.27
.442
91.5
115.5
1.42
.455
Grand Mean
Research Question 2: What are the effects of digital devices on students’ retention of biology
concepts?
Table 4 reveals that all the items listed were the effects of digital devices on students’
retention of biology concepts. This implies that learning is made simplified with the use of digital
devices (M=3.67), the use of digital devices engenders critical thinking (M=3.52), use of digital
devices ease learning and improves assimilation (M=3.48), integration of digital devices leads to
greater student involvement in learning process (M=3.46), and use of digital devices makes
Biology concepts easy to comprehend (M=3.46).
Table 4
Mean Response on Effects of Digital Devices on Students’ Retention of Biology Concepts
N
1
Effects of Digital Devices on Students’ Retention of Biology
Concepts
The use of digital devices ease learning and improves assimilation
Mean
SD
3.48
.672
2
Integration of digital devices allows for better understanding through
visual presentation, graphs, charts, etc
2.97
1.034
3
Integration of digital devices leads to greater student involvement
in learning process
3.46
.510
4
The use of digital widens student’s learning experience gotten
3.44
.607
5
6
Learning is made simplified with the use of digital devices
The use of digital devices allow students to be able to remember
what they have been taught
The use of digital devices explains Biology concepts more
appropriately allowing students to assimilate
The use of digital devices makes Biology concepts easy to
comprehend
3.67
3.33
.522
.816
2.92
1.153
3.46
.679
7
8
9
The use of digital devices engenders critical thinking
3.52
.567
10
Learning with the use of digital devices makes abstract contents easy
to understand
3.47
.649
Research Question 3: What are the effects of digital devices on students’ achievement in biology
concepts?
Table 5 reveals that all the items listed are the effects of digital devices on students’
achievement in biology concepts. This implies that student’s performance is improved because of
the widened learning experience gotten from the use of digital devices (M=3.79), use of digital
devices enables recall and remembering which ensures academic achievement (M=3.78), digital
devices makes the subject more interesting and more systematic thereby influencing achievement
(M=3.60), use of instructional materials helps to improve academic performance (M=3.61) and
students have access to several examples through digital devices which improves performance
(M=3.58).
Table 5
Mean Response on the Effects of Digital Devices on Students’ Achievement in Biology Concepts
Effects of Digital Devices on Students’ Achievement of Biology Mean
SD
N
Concepts
1
Having access to digital devices helps to study and improve
3.34
.630
performance
2
Digital devices improves performance by increasing the level of
3.17
1.028
understanding of a concept
3
The use of digital devices enables students to be skillful in using
3.55
.565
computer hardware therefore improving academic performance.
4
Integration of digital devices makes the subject more interesting and
3.60
.541
more systematic thereby influencing achievement
5
Digital devices improves students skills necessary for achievement
3.51
.558
in practical classes
6
Students have access to several examples through digital devices
3.58
.587
which improves performance
7
Independent and individualized learning necessary for achievement
3.47
.617
is improved with the use of digital devices
8
Student’s performance is improved because of the widened learning
3.79
.517
experience gotten from the use of digital devices
9
10
Knowledge retained from the use of instructional materials helps to
improve academic performance
The use of digital devices enables recall and remembering which
ensures academic achievement
3.61
.538
3.78
.493
Hypotheses Testing
Ho1: There are no significant differences in the effects of digital devices on students’
retention of biology concepts on the basis of gender.
Table 6 indicates the calculated t-value of -3.50 with significant value of 0.44 computed at
critical alpha level of 0.05 and degree of freedom of 198. Since the significant p-value>0.05, the
null hypothesis is not rejected. It therefore implies that there are no significant differences in the
effects of digital devices on students’ retention of biology concepts on the basis of gender.
Table 6
t-test Analysis on Difference in the Effects of Digital Devices on Students’ Retention of Biology
Concepts on the Basis of Gender
Gender
N
Mean
SD
df
t-value
Sig (2-tailed)
Decision
Male
130
2.86
.420
198
-3.50
0.44
Not
Rejected
Female
70
3.10
.480
@ 0.05 alpha level
Ho2: There are no significant differences in the effects of digital devices on students’
retention of biology concepts on the basis of school type.
Table 7 indicates the calculated t-value of -.861 with significant value of 0.03 computed at
critical alpha level of 0.05 and degree of freedom of 198. Since the significant p-value<0.05, the
null hypothesis is rejected. It therefore implies that there are differences in the effects of digital
devices on students’ retention of biology concepts on the basis of school type.
Table 7
t-test Analysis on Difference in the Effects of Digital Devices on Students’ Retention of Biology
Concepts on the Basis of School Type
Gender
N
Mean
SD
df
t-value
Sig (2-tailed)
Decision
Private
85
2.91
.316
198
Public
115
2.97
-.861
0.03
Rejected
.537
@ 0.05 alpha level
Ho3: There are no significant differences in the effects of digital devices on students’
achievement in biology concepts on the basis of gender.
Table 8 indicates the calculated t-value of -3.05 with significant value of .00 computed at
critical alpha level of 0.05 and degree of freedom of 198. Since the significant p-value<0.05, the
null hypothesis is rejected. It therefore implies that there are differences in the effects of digital
devices on students’ achievement in biology concepts on the basis of gender.
Table 8
t-test Analysis on Difference in the Effects of Digital Devices on Students’ Achievement in Biology
Concepts on the Basis of Gender
Gender
N
Mean
SD
df
t-value
Sig (2-tailed)
Decision
Male
130
2.99
.291
198
Female
70
3.15
-3.05
0.00
Rejected
.470
@ 0.05 alpha level
Ho4: There are no significant differences in the effects of digital devices on students’
achievement in biology concepts on the basis of school type.
Table 9 indicates the calculated t-value of -1.64 with significant value of .00 computed at
critical alpha level of 0.05 and degree of freedom of 198. Since the significant p-value<0.05, the
null hypothesis is rejected. It therefore implies that there are differences in the effects of digital
devices on students’ achievement in biology concepts on the basis of school type.
Table 9
t-test Analysis on Difference in the Effects of Digital Devices on Students’ Achievement in Biology
Concepts on the Basis of School Type
Gender
N
Mean
SD
df
t-value
Sig (2-tailed)
Decision
Private
85
3.00
.154
198
Public
115
3.08
-1.64
0.00
Rejected
.469
@ 0.05 alpha level
Summary of the Major Findings
Based on the findings, the following are the major summary:
1. Projectors, cameras, tape recorder, record players and laptops were available for teaching
biology.
2. The major effects of digital devices on students’ retention of biology concepts are that learning
is simplified, engenders critical thinking, eases learning and improves assimilation, leads to
greater student involvement in learning process and makes biology concepts easy to
comprehend.
3. The major effects of digital devices on students’ achievement of biology concept are that
student’s performance is improved due to the widened learning experience, enables recall and
remembering which ensures academic achievement, makes the subject more interesting and
more systematic and students have access to several examples which improves performance.
4. There are no significant differences in the effects of digital devices on students’ retention of
biology concepts on the basis of gender.
5. There are differences in the effects of digital devices on students’ retention of biology concepts
on the basis of school type.
6. There are differences in the effects of digital devices on students’ achievement in biology
concepts on the basis of gender.
7. There are differences in the effects of digital devices on students’ achievement in biology
concepts on the basis of school type.
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS.
Discussion
This study examined the effects of digital devices on the achievement and retention of
biology concepts in senior secondary schools in Ilorin East Local Government Area. It sought to
find out whether student’s gender and school type influence the effects of digital devices on the
achievement and retention of biology concepts.
The study revealed that the effects of digital devices on students’ retention of biology
concepts are; learning is simplified, engenders critical thinking, eases learning and improves
assimilation, leads to greater student involvement in learning process and makes biology concepts
easy to comprehend. The findings of Güven and Sülün (2012) which revealed that computer
enhanced teaching can instill a greater sense of interest in scientific and technological
developments, make abstract concepts concrete through simulation and modeling, and help to
carry out some dangerous experiments in the classroom setting is similar to the findings of the
present study.
The study revealed that the effects of digital devices on students’ achievement of biology
concepts are; student’s performance is improved due to the widened learning experience, enables
recall and remembering which ensures academic achievement, makes the subject more interesting
and more systematic and students have access to several examples which improves performance.
This finding tallies the findings of Ihejiamaizu and Ochui (2019) revealed that utilization of
electronic instructional materials significantly influenced students’ academic achievement in
biology. Also, Tukura, Adamu and Kanu (2020) study showed similarity by revealing that the use
of e-learning has a positive effect on Students’ Retention and Performance among Basic Science
Students.
Its study revealed that there are no significant differences in the effects of digital devices
on students’ retention of biology concepts on the basis of gender. This means that there was no
disparity in the response male and female students to the influence of digital devices on student’s
retention. This finding is similar to the findings of Gambari, Shittu, Ogunlade, and Osunlade
(2017) which revealed that there was no significant difference in the performance of male and
female undergraduates taught with blended learning.
It was shown that there are significant differences in the effects of digital devices on
students’ retention of biology concepts on the basis of school type. This means that private and
public school student’s perception on the effects of digital devices on students’ retention is
dissimilar. Akinoso (2018) study which revealed that the availability of e-learning tools was more
in private schools than public schools resulting in differences in the retention of the students having
been taught with the use of e-learning tools is similar to this finding.
The study also showed that there are significant differences in the effects of digital devices
on students’ achievement of biology concepts on the basis of school type. This means that the
effects of digital devices on students’ achievement of biology concepts based on private and public
school student’s perception differs. Findings of Abdulmumini, Garba and Babangida (2019) that
found that there was no significant difference in the achievement of private and public school
students that participated in the study differs from this finding.
Conclusion
From the findings of the study and the discussions that followed, the study concludes that
there exists a significant effect of digital devices on the achievement and retention of biology
concepts in secondary schools in Ilorin - East L.G.A, Kwara State .The major effects of digital
devices on students’ retention of biology concept was that learning is simplified, easier to
assimilate and recall . Digital devices enhance student’s performance majorly due to the widened
learning experience.
Recommendations
Based on the findings of this study, the following suggestions were made:
1. Digital devices should be provided in secondary schools by the government, ministries of
education, educational agencies should enhance effective teaching and learning and make
it compulsory in the Biology curriculum.
2. Greater importance should be attached to the use of digital devices in teaching and learning
of Biology in secondary schools, knowing and appreciating fully well the enormous
benefits that come with it.
3. Training conducted for teachers should be done for teachers in public and private schools.
This will ensure that both private and public-school students benefit in terms of retention
and improved academic achievement.
Suggestions for Further Studies
1. Larger number of respondents should also be used in other similar studies.
2. Similar study should be conducted at other secondary schools in Nigeria.
3. Researchers can adopt the instrument used in this study because it has been validated by
experts.
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UNIVERSITY OF ILORIN
FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
EFFECTS OF DIGITAL DEVICES ON THE ACHIEVEMENT AND RETENTION OF
BIOLOGY CONCEPTS IN SENIOR SECONDARY SCHOOLS IN ILORIN - EAST
LOCAL GOVERNMENT AREA.
Dear Respondent,
This questionnaire is designed to gather data on the effects of digital devices on the achievement
and retention of biology concepts in senior secondary schools in Ilorin- east Local Government
Area. It will be appreciated if you kindly supply all information with absolute honesty bearing in
mind that your responses are strictly for research purposes and will be treated with utmost
confidentiality.
AWEDA, Boluwatife
Matric No: 17/25PA065
Consent Section
I wish to participate in the study ( )
I do not wish to participate in the study ( )
SECTION A: (DEMOGRAPHIC DATA)
Kindly tick [ √ ] the appropriate response as it applies to you.
1. Gender:
a) Male ( )
2. School Type: a) Private
( )
b) Female ( )
b) Public
( )
INSTRUCTION: From the following statement in the below table, please tick ( ) the digital
devices available in senior secondary schools by making use of this scale: Available and Not
available
SECTION B
Research Question 1: Are digital devices available for teaching of biology concepts in senior
secondary schools?
S/N
1
2
3
Digital Devices
Projectors
Motion pictures
Video players
4
Smart Boards
5
6
7
8
9
10
Biometric devices
Cameras
Tape recorder
Record players
Laptops
Interactive TV
Available
Not available
Below are some statements, kindly tick (√) the option in front of each item that is most applicable
to you from section B, using the keys: SA --Strongly Agree, A --Agree, D ---Disagree and SD --- Strongly Disagree
S/N
1
2
3
4
5
6
7
8
9
Effects of Digital Devices on Retention
SA A
The use of digital devices ease learning and improves assimilation
Integration of digital devices allows for better understanding through
visual presentation, graphs, charts, etc
Integration of digital devices leads to greater student involvement in
learning process
The use of digital widens student’s learning experience gotten
Learning is made simplified with the use of digital devices
The use of digital devices allow students to be able to remember what they
have been taught
The use of digital devices explains Biology concepts more appropriately
allowing students to assimilate
The use of digital devices makes Biology concepts easy to comprehend
The use of digital devices engenders critical thinking
Learning with the use of digital devices makes abstract contents easy to
understand
D
SD
10
Collaborative learning is ensured through digital devices that aids
remembering
Research Question 2: What are the effects of digital devices on students’ retention of biology
concepts?
N
1
2
3
4
5
6
7
8
9
10
Effects of Digital Devices on Students’ Achievement
SA A
Having access to digital devices helps to study and improve
performance
Digital devices improves performance by increasing the level of
understanding of a concept
The use of digital devices enables students to be skillful in using
computer hardware therefore improving academic performance.
Integration of digital devices makes the subject more interesting and
more systematic thereby influencing achievement
Digital devices improves students skills necessary for achievement
in practical classes
Students have access to several examples through digital devices
which improves performance
Independent and individualized learning necessary for achievement
is improved with the use of digital devices
Student’s performance is improved because of the widened learning
experience gotten from the use of digital devices
Knowledge retained from the use of instructional materials helps to
improve academic performance
The use of instructional materials enables recall and remembering
which ensures academic achievement
D
SD
Research Question 3: What are the effects of digital devices on students’ achievement in biology
concepts?