Abstract

This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed.

Citation

Owusu, K.A., Monney, K.A., Appiah, J.Y. & Wilmot, E.M. (2010). Effects of computer-assisted instruction on performance of senior high school biology students in Ghana. Computers & Education, 55(2), 904-910. Elsevier Ltd. Retrieved June 10, 2023 from https://www.learntechlib.org/p/66518/.

Keywords

• achievement
• biology
• Cell cycle
• Comparative Analysis
• Computer Assisted Instruction
• Computer-assisted instruction
• Control Groups
• Conventional approach
• Cytology
• Discussion (Teaching Technique)
• Experimental Groups
• Foreign Countries
• High School Students
• High Schools
• ICT and senior high school
• Interviews
• Lecture Method
• Low Achievement
• Pretests Posttests
• Quasiexperimental Design
• Science Instruction
• Scientific Concepts
• Scores
• Secondary School Science
• student attitudes
• teaching methods