Research papers
2020 · International Journal on Studies in Education · 66 citations
The study investigated the effectiveness of multimedia learning packages in improving the attitudes of students toward learning Biology in secondary schools. The study employed a quantitative and qualitative research approach. The population for the study consisted of all students offering Biology as a subject in the senior secondary schools in Ibadan North Local Government Area of Nigeria, from where a sample of 80 students was randomly selected from three secondary schools and assigned to three groups (one control and two experimental groups). Two multimedia instructional learning packages (MILP) were designed for the study. The topic treated was Cell Division, and the study lasted for six weeks. The packages and all instruments used were validated for content and construct validity, and reliability test was also done. The results showed that multimedia instructional packages used in teaching and learning Biology in secondary schools enhanced better students’ engagements and positive attitudes toward learning. It was concluded that students developed positive attitudes toward learning Biology after using the packages and that multimedia instructional packages are an interesting and creative method of teaching, learning, and enhancing positive attitudes towards learning among secondary school students.
2007 · Interacting with Computers · 25 citations
Learning how to use a new software program can be a difficult and demanding task, especially for novices. There are several types of support for users exploring a software package. Animated demonstrations show how experts use an application, and training wheels interfaces offer a secure environment for exploration. To support different types of learners, external help should be adapted according to learner characteristics. The study presented in this article investigates effects of different support types in combination with the computer self-efficacy of learners. Young students (8th graders) were supported with text manuals, animated demonstrations, or animated demonstrations combined with a training wheels interface. In this context, they had to solve problems in physics and mathematics with a spreadsheet program. Results showed that animated demonstrations outperformed text manuals in many cases. Training wheels interfaces seemed to have disadvantages compared to unmodified user interfaces. In addition, motivational aspects have been investigated. Subjects with high computer self-efficacy scores were more motivated than their counterparts. Statistics (analysis of variance) revealed no interaction effects between the treatment and computer self-efficacy.
2017 · Cypriot Journal of Educational Sciences · 24 citations
This study examined the effects of computer animation instructional package on secondary school students’ achievement in practical biology in Ilorin, Nigeria. The study adopted a pre-test, post-test, control group, non-randomised and nonequivalent quasi-experimental design, with a 2x2x3 factorial design. Two intact classes from two secondary schools were purposively sampled. The instruments used were Biology Practical Achievement Test (BPAT) for data gathering and Computer Animation Instructional Package (CAIP) as the treatment instrument. The reliability coefficient of BPAT was determined using the Pearson Product Moment Correlation and was found to be 0.91. Two research questions and two hypotheses were formulated in the study. The hypotheses were tested with t-test statistics at a significance level of 0.05. The study concluded that CAIP significantly improved students' achievement in practical biology. The researchers recommend that biology teachers should employ computer animation instructional packages to teach the practical aspects of photosynthesis among other biology topics. Keywords: Achievement, computer animation, practical biology, secondary schoo
2021 · European Journal of Interactive Multimedia and Education · 15 citations
The dwindling interest and perceived difficulty experienced by science students in learning physics at the senior high school level of education in Ghana speak to the need for the creation of authentic instructional platforms that promote enhanced learning as well as motivate students’ interest in physics. This study used an explanatory case study design to examine the affordances of Physics Education Technology simulations (PhETs) as an instructional tool with the intent to explain how enhanced students’ learning of physics concepts with simulations through implementation processes are possible in the context of Ghana. Nine pre-service physics teachers were engaged as learners to mimic the role of senior high school science students in witnessing simulation-based physics lessons. Questionnaires, pre- and post-tests and focus group interviews were the data sources employed in this study. The results showed that the learners’ learning enhanced with the use of PhETs because their learning outcomes improved and also, they had positive experiences with the simulations. Consequently, the study advocates that enhanced learning of concepts in physics with simulations are possible through interactive implementation processes that are exploratory and demonstrative in nature and context-sensitive.
2013 · Journal of Education and Learning · 14 citations
The study investigated the effects of developed electronic instructional medium (video DVD instructional package) on students’ achievement in Biology. It was guided by two research questions and two hypotheses, using a quasi-experimental, pretest-postest control group design. The sample comprised of 180 senior secondary, year two students from six schools located in the three education zones of Niger State. The subjects were divided into an experimental group (electronic medium instruction) and a control group (traditional lecture instruction). Structured Biology Achievement Test (SBAT) with internal consistency reliability co-efficient of 0.83 was used to measure the student’s achievement before and after the treatment. The data obtained from the study were analyzed using Analysis of Covariance (ANCOVA). Results from Means, Analysis of Covariance (ANCOVA) and Scheffe test indicated that the achievement of students in biology greatly improved with the use of electronic instructional medium. Students’ gender had no significant effect on their achievement in biology when electronic medium was used. These results have implications for innovative use of instructional media and creating sound strategies for disseminating science in the classroom.
2025 · Africa Education Review · 1 citations
Students’ performance in introductory physics at a university in Ghana was assessed over three academic years. The study covered two physics courses delivered to first-year students at the university. Two factors—access to tutorial sessions delivered outside of lecture times by teaching assistants and access to a formula sheet during the exams—were studied. The impact of the factors on students’ performance was studied by comparing student scores, item difficulty levels, point biserial correlation coefficients, and internal discrimination index for a set of questions that were common to all the exams. The effect of both factors was an increase in the item difficulty from 0.60 ± 0.09 for the control group to 0.63 ± 0.19 for the treatment group, while the effect of the formula sheet increased from 0.60 ± 0.16 to 0.64 ± 0.20. The point biserial correlation coefficient did not change for the study on the effect of the provision of formula sheets in examinations, but it was statistically significant for the group that had separate tutorial sessions. The findings suggest that more learning outcomes can be achieved using interactive teaching approaches and favouring the least amount of rote learning of physical formulae.