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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on...
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... instructions students in both groups were given a post-test to examine whether there is a statistical variation in students' achievement about cell division. The results from the control and experimental groups are shown in the following table (see Table 2). *T-value significant at p < 0.05. ...Similar publications
The purpose of this study was to find out how pre-service teachers felt about their biology classroom environment and how they felt about biology. Two hundred and six (260) aspiring teachers from several Ghanaian science colleges of education took part in the study. The Attitude towards Biology Scale and the Biology Classroom Environment Scale were...
This study aims to determine the external factors that cause student learning difficulties and their influence on the biology learning outcomes of class XI IPA MAN 3 Padang City students. In general, students have learning difficulties due to several factors. One of the influencing factors is external factors, where external factors consist of fami...
This study aimed to explore the strategies employed by Biology teachers to argument practical components of the Biology curriculum in resource-constrained senior secondary schools in Zamfara State, Nigeria. The research adapted a descriptive survey research design. The population of the study comprised 206 Biology teachers across 166 public seconda...
Because of the outbreak of the COVID-19 pandemic, there was an emergency shift to online learning in tertiary institutions worldwide. Here, I aimed to determine the impact of guided peer-peer interaction on students' achievement. A Biology Achievement Test was used to collect data. I used a quasi-experimental design and analysed the data using the...
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... Previous research has shown that using collaborative tools to support the teaching and learning process positively impacts students' learning outcomes (Munyakazi et al., 2022). In a comparative study conducted on the Chemistry subject, it has been identified that students who used a collaborative learning tool achieved a learning gain of 83% compared to the 78% of those who did not use the collaborative learning tool (Paristiowati et al., 2020). ...
... Teachers' responses to focused statements about ICT-driven collaboration in the teaching and learning process revealed that the ICT-driven collaboration among teachers involves online discussions and sharing of resources and materials through digital platforms. These results corroborate the findings of Munyakazi et al. (2022), which show that utilising collaborative tools in teaching and learning positively impacts students' learning outcomes. Paristiowati et al. (2020) also found that students who utilized a collaborative learning tool achieved a learning gain of 83% compared to 78% for those who did not use the tool. ...
Regardless of the investment that has been made in terms of Information and Communication Technology (ICT) in
education in Rwanda secondary schools, poor performance in science subjects is still an issue. Therefore, this study
examined teachers' perceptions on ICT-driven collaboration during teaching and learning. It investigated the
collaborative tools used by students and the challenges they encounter. The study primarily utilized a descriptive survey
with structured questionnaires. The data were collected from a sample of 10 Deputy Head Teachers, 40 science
teachers, and 354 ordinary level high school students across the 10 selected schools in Rwanda. The study revealed
that over 60% of science and basic computing teachers use online platforms for knowledge sharing and professional
development. However, the findings revealed limited collaboration in designing ICT-led learning activities and using
cloud storage for sharing teaching materials. Limited ICT skills, a lack of ICT gadgets, and unreliable internet
connectivity contribute to students rarely or never using ICT collaborative tools.
