Abstract:
The study investigated the impact of integrating ICT on the teaching and learning of
Biology in a Ghanaian Senior High School. The research was quasi experimental
involving a post-test only non-equivalent control group design. The population of the
study comprised all the Biology teachers and all Biology students in PRESEC, Osu. A
purposive sampling method was used to select five (5) Biology teachers and ninety
eight (98) SHS 3 Biology students. The instruments used for the collection of data
were tests for the students (i.e. Students Knowledge of Glycolysis Test (SKGT) – pre test and Students Achievement in Glycolysis Test (SAGT) – post-test) and
questionnaire for the teachers. The students’ post-test scores and the teachers’
questionnaires were subjected to statistical analysis using independent-measures t-test
and descriptive statistics. The findings revealed that the extent to which the PRESEC,
Osu Biology teacher used technology in teaching and learning Biology was very low.
The students exposed to the ICT integration instructional approach performed
significantly better than their counterparts exposed to the traditional instructional
approach. Furthermore, gender had no influence on performances of students after
exposure to the ICT instruction. Based on the findings of the study, it is
recommended, among others, that innovative and more effective learner-centred
instructional strategies, such as ICT integration instructional activities, should be used
by Biology teachers to promote meaningful learning of difficult concepts.
Description:
A Thesis in the Department of SCIENCE EDUCATION, Faculty of SCIENCE
EDUCATION submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfillment of the requirements for award of the
MASTER OF PHILOSOPHY (SCIENCE EDUCATION) Degree.
NOVEMBER, 2015
