Ict Assisted Gadgets and Students’ Academic Performance in Biology in Abak Local Government Area of Akwa Ibom State, Nigeria
DOI:
https://doi.org/10.64321/jcr.v3i4.06Keywords:
Biology Education, Information and Communication Technology (ICT), Digital Projectors, Desktop Computers, Academic PerformanceAbstract
This study examined the effect of digital projectors and desktop computers on students’ academic performance in Biology in Abak Local Government Area of Akwa Ibom State. A quasi-experimental research design was adopted. The population comprised 3,428 Senior Secondary School Two (SSS2) Biology students in ten public secondary schools during the 2024/2025 academic session. Six co-educational public secondary schools (three urban and three rural) were selected using purposive and simple random sampling techniques, with intact classes used for the study. The sample consisted of 194 SSS2 Biology students. Data were collected using the Biology Performance Test (BPT), which had a reliability coefficient of 0.78. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed significant differences in the academic performance of students taught using digital projectors, desktop computers, and the expository method. Significant differences were also observed in the performance of male and female students, as well as urban and rural students, across the instructional strategies. Students taught using desktop computers achieved the highest academic performance, followed by those taught with digital projectors, while students taught using the expository method performed least. The study concluded that ICT-assisted instructional tools, particularly desktop computers and digital projectors, significantly enhance students’ academic performance in Biology. It was therefore recommended that educational authorities integrate these ICT tools into Biology instruction to improve teaching effectiveness and students’ learning outcomes.
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