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All Journal EDUCTUM: Journal Research
Esther Ebele Akachukwu
Nnamdi Azikiwe University
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Digital Transformation in Biology Teaching and Learning among secondary schools in Anambra State, Nigeria Esther Ebele Akachukwu; Chioma Stephanie Mbaegbu; Chisom Vivian Chukwuemeka
EDUCTUM: Journal Research Vol. 4 No. 2 (2025): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v4i2.1628

Abstract

Digital transformation is increasingly influencing biology education by supporting interactive and student-centered learning. This study investigated the utilization of digital technologies in biology teaching, their contribution to student engagement, and the barriers affecting their adoption. A quantitative descriptive survey design was employed involving 97 respondents, consisting of 17 biology teachers and 80 students. Data were collected using a validated questionnaire and analyzed through descriptive statistics and One-Way ANOVA. The findings revealed that 3D molecular modeling and anatomical visualization software were the most frequently utilized digital tools (Mean = 3.44), while virtual laboratories (Mean = 1.62) and Learning Management Systems (Mean = 1.66) were the least utilized. Digital integration promoted engagement in real-world problem solving (Mean = 3.37), multimedia-supported learning (Mean = 3.34), and independent learning (Mean = 3.32). Major barriers included inconsistent electricity supply (Mean = 3.42), inadequate funding (Mean = 3.34), and rigid curriculum requirements (Mean = 3.30). Significant differences were found in digital tool utilization (p = .043) and adoption barriers (p = .019). The study concludes that digital technologies can enhance biology education when supported by adequate infrastructure and institutional commitment.
The Influence of Regional Insecurity and 'Sit-at-Home' Orders on the Coverage of Biology Curriculum in South-East Nigeria: A Mixed-Methods Research Study Esther Ebele Akachukwu; Okoye Paschal Olisaeloka
EDUCTUM: Journal Research Vol. 3 No. 6 (2024): Eductum: Journal Research
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/ejr.v3i6.1633

Abstract

Regional insecurity and recurring sit-at-home directives in South-East Nigeria have disrupted school activities and threatened effective curriculum implementation. This study examined their impact on Biology curriculum coverage, instructional practices, and students’ examination preparedness. A convergent mixed-methods design was adopted involving 247 Biology teachers across five South-East states, complemented by 20 interviews and 10 classroom observations. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were subjected to thematic analysis. Findings revealed that 78.5% of teachers covered no more than 60% of the prescribed Biology curriculum, with an overall mean coverage rate of 54.2%. A strong negative correlation existed between sit-at-home frequency and curriculum coverage (r = ?0.72, p < 0.001). Practical laboratory activities were severely affected, with most teachers reporting minimal or no practical sessions. Common adaptation strategies included lesson compaction, assignment-based instruction, and the use of WhatsApp for content delivery. The study concludes that persistent insecurity significantly undermines Biology education and recommends blended learning, curriculum restructuring, and community-supported safe-school initiatives to sustain learning during crises.
Co-Authors Chioma Stephanie Mbaegbu Chisom Vivian Chukwuemeka Okoye Paschal Olisaeloka