Effect of Computer-Based Programmed Instruction on Students' Achievement in Biology

Abstract

The study investigated the effect of Computer-Based Programmed Instruction Teaching Strategy (CBPITS) on students’ achievement in biology. Three null hypotheses were formulated and tested at the 0.05 level of significance. The design for the study was a quasi-experimental, pretest and posttest non-equivalent control group design. A total of eighty-three (83) students drawn from intact classes of two co-educational secondary schools in Nsukka Education Zone of Enugu State were sampled for the study using a multistage sampling technique. One school was randomly assigned to the experimental group while the remaining school was assigned to the control group. The Experimental group was taught biology with CBPITS while the control group was taught with the conventional method (lecture method). The instrument used to collect data for the study was the researchers’ compiled Biology Achievement Test adopted from the West African Senior School Certificate Examination past questions. The proposed hypotheses were tested using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a statistically significant difference between the achievement mean scores of students taught biology with CBPITS and those taught with the Conventional method. The study also revealed that the two-way interaction of methods of teaching and gender had no statistically significant effect on the academic achievement of the students in biology in secondary schools.