EFFECT OF COMPUTER-ASSISTED INSTRUCTION AND SIMULATION/GAMES ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

Abstract

This study investigated the effect of Computer Assisted Instruction (CAI), Simulation/Games and Conventional Methods on the academic achievement of students in Biology. The treatment at the three levels of CAI, Simulation/Games and Conventional Method was crossed with gender at the two levels of male and female, and locus of control, at the two levels of internals and externals. Data analysis involved Analysis of Covariance as well as Multiple Classification Analysis as a post-hoc measure. The findings revealed no significant two-way and three-way interactions of treatment and gender and locus of control. However, there were significant main effects of treatment and locus of control on students’ achievement in Biology. The MCA further revealed that students taught with the Computer-Assisted Instruction achieved highest while students taught with Simulation/Games achieved better and those students taught with the Conventional Method had the lowest adjusted post-test mean score. Based on these findings, the use of Computer Instruction and Simulation/Games are recommended for teachers in Biology classrooms irrespective of the students’ gender and locus of control. The government is further enjoined to provide computers, programs, instructional packages, costumes and enabling environment for the use of these instructional strategies in schools.