Effects of Ai-assisted Inquiry and Concept Mapping Learning Strategies on Students’ Academic Performance and Attitude in Biology in Secondary Schools
DOI:
https://doi.org/10.64321/jcr.v3i4.09Keywords:
AI-assisted inquiry, Concept Mapping, Biology, Academic Performance, Attitude,Abstract
The persistent use of teacher-centred instructional approaches in Biology has continued to limit students' understanding of abstract concepts and the development of positive attitudes toward the subject. This study investigated the effects of AI-assisted inquiry and concept mapping on secondary school students' academic performance and attitudes toward Biology using the concept of cellular respiration. The study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The population comprised all Senior Secondary Two (SS II) Biology students in the study area. Two public secondary schools were selected using simple random sampling. Thereafter, one intact SS II Biology class was selected from each school. The intact classes constituted the sample for the study, giving a total of 87 students. Two instruments were used for data collection: the Cellular Respiration Performance Test (CRPT) and the Biology Attitude Scale (BAS). Mean and standard deviation were used to answer the research questions, whereas Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught cellular respiration using AI-assisted inquiry learning achieved higher academic performance and developed more positive attitudes toward Biology than those taught using the concept mapping learning strategy. The study further established that the observed differences in students' academic performance and attitudes were statistically significant in favour of AI-assisted inquiry learning. It was concluded that although both instructional strategies enhanced students' learning outcomes, AI-assisted inquiry learning was more effective in improving students' academic performance and attitudes toward Biology. The study therefore recommended that Biology teachers should adopt AI-assisted inquiry learning in the teaching of abstract Biology concepts and that educational stakeholders should provide the necessary digital infrastructure and professional development required for its effective classroom implementation.
References
Adewumi, G. S., Akanbi, A. A., & Muraina, K. O. (2024). Effect of two instructional strategies on students’ achievement at selected abstract concepts. Journal of Physics Education and Science, 12(2), 45-58. https://journal.iistr.org/index.php/JPES/article/view/529 1
Adiyiah, M., Mutangana, D., & Ameyaw, Y. (2023). Comparing the efficacy of two teaching strategies on students’ attitudes towards biology: A case in Ashanti Mampong municipality, Ghana. Journal of Education and e-Learning Research, 10(4), 112-125. http://asianonlinejournals.com/index.php/JEELR/article/view/5218 2
Agada, A., Omolara, D., Irawoola, S. O., Mosunmola, A., & Okunlola. (2025). Biology students level of awareness and utilisation of artificial intelligence (AI) tool in teaching and learning in secondary school in Afijio, Oyo State. International Journal of Educational Technology, 8(1), 22-35. https://www.semanticscholar.org/paper/6 5f29ec5bd9f3fb64e14 935fa526baad7dbd81b6 3
Akpan, A. O., Itighise, A. E. and Umo E. B. (2022). Integration of Digital Technologies in STEM teaching and learning in Universities in Akwa Ibom State. The Nigerian Academy of Education Conference Proceeding. 162-177.
Atabang, A. A., Harrison, V. E. & Sunday, E. S. (2026). Effect of Ai-generated contents on secondary school students' mastery of physics concepts. International Journal of Social Science Humanity & Management Research, 5(2), 292-298.
Azure, J. A., Laar, S. M., Wilmot, D., & Ayimbila, E. A. (2024). Facilitating academic gains with artifacts of learning: Effect concept mapping on performance in cellular respiration. International Journal of Education Learning and Development, 12(2), 88-102. https://eajournals.org/ijeld/vol12-issue-2-2024/facilitating-academic-gains-with-artifacts-of-learning-effect-concept-mapping-on-performance-in-cellular-respiration/ 4
Bizimana, E., & Sibomana, A. (2024). Concept mapping and students’ attitudes towards biology: Analysis of school location differences and attitude toward concept maps. American Journal of Creative Education, 7(3), 45-59. http://www.onlinesciencepublishing.com/index.php/ajce/article/view/1181 5
Bizimana, E., Mutangana, D., & Mwesigye, A. (2022a). Improving students’ cognitive process in biology using concept mapping and cooperative mastery learning strategies. International Journal of Evaluation and Research in Education, 11(2), 230-245. https://ijere.iaescore.com/index.php/IJERE/article/view/22454 6
Bizimana, E., Mutangana, D., & Mwesigye, A. (2022b). Enhancing students’ attitude towards biology using concept mapping and cooperative mastery learning instructional strategies. LUMAT International Journal on Math Science and Technology Education, 10(1), 112-130. https://journals.helsinki.fi/lumat/article/view/1728 7
Edet, A. A., Sunday, E. S., Abasi, A. U., Akpan, E. I., Akai, E. I. & Ukafia, O. P. (2025). Instructional materials and secondary school students’ attitude and performance in mathematics in Mkpat Enin Local Government Area. International Journal of Modern Science and Research Technology, 3(11), 486-496.
Edikpo, L. V., Akpan, I. F. & Atabang, A. A. (2024). Teaching methods and biology students’ academic achievement in Eket Federal Constituency of Akwa Ibom State. Inter-Disciplinary Journal of Science Education (IJ-SED), 5(2), 24-34.
Elijah, A. M., Akpan, I. F., & Atabang, A. A. (2026). Effects of Educational Games, Drills and Practice Strategies on Academic Achievement in Biology concepts among Secondary School Students in Abak LGA, Akwa Ibom State, Nigeria. Federal University Gusau Faculty of Education Journal, 6(4), 292-301.
Francis, T. T., Baba, S. J., & Enock, G. (2023). Senior secondary school students’ attitude toward chemistry in Katsina Metropolis, Nigeria: Effect of concept mapping instructional technique. British Journal of Education, 11(6), 78-92.
Harvey, F. (2024). Effects of concept mapping strategy on students’ perception and performance in photosynthesis and cellular respiration. International Journal of Research and Innovation in Social Science, 8(1), 340-355.
Itighise, A. E., Akpan, Anyanime O & Babeyemi, J. O., (2023). Awareness and Utilization of Web 2.0 Technology for Learning among Science Teacher Trainees in Akwa Ibom State. Zamfara International Journal of Education (ZIJE), 3(6), 104-111.
Ismail, T., & Divya, M. (2025). Science process skills and study habits of secondary school students on their cognitive outcomes in biology. International Journal of Educational Reform, 34(1), 55-72. https://journals.sagepub.com/doi/10.1177/10567879251316211 10
Lawal, O., Obeten, O. P., Olowookere, A., Lagbel, G., Elechi, U., & Onyebuchi, E. (2025). Assessment of implementation of artificial intelligence tools in biology teaching and learning at secondary schools in Ilorin, Nigeria. Journal of Science Teachers Association of Nigeria, 60(2), 112-128.
Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022a). Exploring the impact of enquiry-based instructional strategies on students’ attitudes towards biology. International Journal of Learning Teaching and Educational Research, 21(4), 180-195. https://ijlter.org/index.php/ijlter/article/view/6114/pdf 12
Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022b). Effect of inquiry-based learning on students’ attitude towards learning biology at upper secondary schools in Rwanda. Journal of Baltic Science Education, 21(5), 780-795. http://www.scientiasocialis.lt/jbse/?q=node/1222 13
Misno, F., & Mulyono, Y. (2025). Efektivitas pembelajaran berbasis masalah (Problem-Based Learning) dalam meningkatkan pemahaman konsep biologi: Sebuah systematic review dan meta-analisis. Jurnal Pendidikan Sains Indonesia, 13(1), 45-60. https://www.semanticscholar.org/paper/1770c6a9880a5bf3fa87e6e6062da029159190e7 14
Mwambua, B. M., Keraro, F. N., & Wambugu, P. (2025). Effects of concept mapping teaching approach on secondary school students’ achievement in biology in Kitui County, Kenya. Frontiers in Education Technology, 10(1), 22-38. http://www.scholink.org/ojs/index.php/fet/article/view/55602 15
Najmuddeen, A., Lawal, S. B., Sa’adiya, I., & Miracle, Y. (2024). The role of AI-based learning systems in enhancing biology education for secondary school students: Impact on performance, engagement, and retention. International Journal of Advanced Multidisciplinary Research and Studies, 4(6), 112-125. https://www.multiresearchjournal.com/arclist/list-2024.4.6/id-3441 16
Ntegwung, G. J., Sunday, E. S., Ukafia, O. P. & Edet, A. A. (2026). Impact of gamification and collaborative teaching strategies on students’ achievement in periodic table concepts in technical secondary schools in Akwa Ibom State, Nigeria. International Journal of Sub-Saharan African Research, 4(1), 705–715
Oboho, D. E., Atabang, A. A., & Akpan, A. O. (2026). Effects of science-text-cards and crossword puzzle instructional materials on academic performance in biology among secondary school students in Oron LGA, Akwa Ibom State, Nigeria. Federal University Gusau Faculty of Education Journal, 6(4), 343-351.
Omovie, A., & Kpangban, E. (2023). Effects of inquiry and discussion methods on secondary school biology students’ achievement and attitudes in Delta Central Senatorial District. International Journal of Social Science and Education Research Studies, 10(2), 45-60. https://ijssers.org/single-view/?id=8352&pid=8344 17
Palaguyan, R., & Abusama, H. P. (2025). Inquiry-based learning: Effect on students’ engagement and conceptual knowledge in biology. Journal of Science Education, 15(2), 88-102. https://www.semanticscholar.org/paper/88df18d377e3f090056ba6a3b674e6c00335c918 18
Ramli, N. A., & Mahmud, S. N. D. (2025). Integration of artificial intelligence to support inquiry-based science teaching and learning: A systematic literature review. Journal of Science Teacher Education, 36(3), 210-228.
Santoso, H., Harjati, P., Sujarwanta, A., Achyani, A., & Sutanto, A. (2025). Unveiling research gaps in biology teaching materials for secondary science education: A bibliometric review of Scopus (2000–2024). Journal of Biological Education, 18(2), 145-160. https://www.semanticscholar.org/paper/134f8837989b00253b8e7bdbad9f02f452b9db88 20
Sharma, J., & Sharma, R. (2025). Effectiveness of concept mapping on students’ academic achievement in biology at the secondary school level. International Journal of Educational Psychology, 12(1), 33-48. https://www.semanticscholar.org/paper/d526a1640aa77612c19ae99b8faa0f1e04349130 21
Sinyo, Y., & Sabtu, R. (2025). The effectiveness of using artificial intelligence media to improve students’ critical thinking skills in biology learning concepts. Journal of Biology Education, 17(3), 210-225.
Sunday, E. S., Atabang A. A. & Ekon, M. C. (2025). Leveraging AI-powered learning tools in developing critical thinking skills among Nigerian undergraduates to combat insecurity. International Journal of Modern Science and Research Technology, 3(11), 534-543.
Sunday, E. S., Umanah, F. I. & Udofia, S. E. (2025). Enhancing students’ academic performance in chemical reactions through computer-based molecular modelling, hackathon teaching strategies. International Journal of Research and Innovation in Social Science (IJRISS), IX(IIIS), 1815-1824.
Sunday, E. S., Umanah, F. I., Abasi, A. U. & Joseph, R. E. (2025). Utilization of artificial intelligence powered tools in enhancing undergraduate students' entrepreneurial skills amidst economic downturn in Nigeria. AKSU International Journal of Research in Education (AKSUIJRE), 1(2), 11-18.
Sunday, E. S., Umanah, F. I., Ntegwung, G. J., & Akpan, E. I., (2026). Effect of computer-based visualization model on students’ academic achievement in the periodic table concept in chemistry. IJCER (International Journal of Chemistry Education Research), 10(1), 76–85. https://doi.org/10.20885/ijcer.vol10.iss1.art8
Telaumbanua, D. (2025). The role of artificial intelligence in improving the quality of biology learning. Cognizance Journal of Multidisciplinary Studies, 5(1), 112-128. https://cognizancejournal.com/vol5issue1/V5I120.pdf 23
Tunde, O. W., Solomon, O. A., & Olalekan, B. H. (2024). Effect of concept mapping instructional strategy on senior secondary school students’ scoring levels in biology in Kwara State. Journal of Natural Science and Integration, 7(2), 88-102. https://ejournal.uin-suska.ac.id/index.php/JNSI/article/view/32570 24
Uboh, D. E., Thomas, N. N. Sunday, E. S., & Itaketo, B. B. (2026). School disciplinary climate and students’ academic engagement as predictors of academic achievement in public secondary schools in Akwa Ibom State, Nigeria. Journal of Current Research and Studies, 3(3), 107-116.
Uboh, D. E., Thomas, N. N., Sunday, E. S., Ekanem, G. A., Utibe, U. J. (2026) Parental attitudes and institutional disciplinary authority: Implications for students’ behaviour and academic achievement in secondary schools. World Journal of Arts, Education and Literature, 4(3), 19-24.
Ukpong, F. A., Ntegwung, G. J., Sunday, E. S., Obo, I. J., Sunday, M. D., Ubong, N. C., & Ndon, U. U. (2026). Cloud-Based E-Learning Model and Students’ Academic Achievement in Biology in Mkpat Enin Local Government Area. International Journal of Social Science Humanity & Management Research, 5(4), 760-766. https://doi.org/10.58806/ijsshmr.2026.v5i4n23
Umanah, F. I. & Sunday, E. S. (2022). Crosswords puzzle, flashcards teaching strategies and senior secondary school students’ academic performance in chemistry. International Journal of Educational Benchmark (IJEB), 22(2), 1-12.
Umanah, F. I. & Sunday, E. S. (2025). Effects of teacher-made model and student-made model instructional materials on senior secondary students’ academic performance in unsaturated hydrocarbons in chemistry. International Journal of Research and Innovation in Social Science (IJRISS), IX(IIIS), 4411-4421.
Vikoo, B. (2022). Effects of conventional and cooperative learning strategies on the academic performance of senior secondary school biology students. Journal of Educational Research and Development, 9(4), 55-70.
Yususf, M. H., Musa, D., Abdullahi, A., & Dede, A. M. (2025). Exploring AI-driven personalized learning platforms for adapting biology curricula based on student performance. Journal of Educational Technology and Science, 11(2), 145-160. https://www.semanticscholar.org/paper/c0b376d792511143058e7cfedcb14f761c818fde 26
Zha, S., Bragdon, M. M., Gong, N., Wang, J., Leavesley, S., Eaton, R., & Bosarge, E. (2025). A case study of integrating AI literacy education in a biology class. International Journal of Artificial Intelligence in Education, 34(2), 210-235.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ntegwung G. J.
This work is licensed under a Creative Commons Attribution 4.0 International License.
