Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal EDUCTUM: Journal Research
Chioma Stephanie Mbaegbu
Nnamdi Azikiwe University
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
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.
Co-Authors Chisom Vivian Chukwuemeka Esther Ebele Akachukwu