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All Journal Inornatus: Biology Education Journal
Ukala, Geoffrey
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Environmental Science Other

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The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu state Nwankwo, Amaka Loretta; Ugwu, Theresa Ukamaka; Ukala, Geoffrey; Benson, Ozichi Okwukwe
Inornatus: Biology Education Journal Vol. 4 No. 1 (2024): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v4i1.574

Abstract

The research researched the impact of problem-based learning and hands-on activity on the students' academic performance in biology. The study implemented a quasi-experimental design, specifically a non-equivalent control group design with a pre-and post-test design. The study's population consisted of 2691 students from 32 public secondary schools in the Nsukka. We used a multi-stage sampling procedure to sample 85 SS II students from two intact classes. The researchers developed the "Biology Achievement Test (BAT)" as an instrument for data collection. We used the mean and standard deviation to answer the research question and used the ANCOVA to test the null hypotheses. The study's findings revealed that there is a significant difference in the mean achievement scores of secondary school students taught biology using the hand-on activity method and problem-based learning. According to the study, biology teachers should always use hands-on activities when teaching biology to students. Based on the findings, we recommend training biology teachers through workshops, orientation courses, and seminars on adopting hands-on activities in teaching to enhance students' academic achievement in biology. The study concluded that using hands-on activities in teaching biology is more effective in enhancing students' biology achievement.
Relative effectiveness of Google classroom and WhatsApp in enhancing biology interest among Nigerian university students Okoli, Josephine Nwanneka; Ukala, Geoffrey
Inornatus: Biology Education Journal Vol. 5 No. 1 (2025): Inornatus: Biology Education Journal
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/inornatus.v5i1.731

Abstract

This study compares the effectiveness of Google Classroom and WhatsApp in enhancing biology interest among university students in southeast Nigeria. A quasi-experimental, specific, non-randomized pre-test and post-test compare group design was used. The population comprised 252-year undergraduate biology education students from the five Federal Universities in South-East Nigeria, out of which 118 (70 male and 182 female) students were purposively sampled from two universities. The instrument used for data collection was the Biology Interest Inventory (BII). Mean and standard deviation were used to address the research questions, whereas ANCOVA was utilized to evaluate the hypothesis. Results showed that students instructed using Google Classroom instruction had higher mean interest scores than their counterparts taught using WhatsApp instruction. Although female students were found to have slightly higher interest than males on the test of significance, gender was found not to have a significant influence on students' mean interest scores. Implying that both instructions enhance students' interest irrespective of gender. Similarly, no interaction effect of instructional strategies and gender on students' interest in basic biology was found. It was recommended that training programs should be implemented to ensure both students and instructors are proficient in using these platforms to their full potential.
Co-Authors Benson, Ozichi Okwukwe Nwankwo, Amaka Loretta Okoli, Josephine Nwanneka Ugwu, Theresa Ukamaka