The impact of integrating information and communication technology into the teaching and learning of biology in Ghanaian Senior High Schools

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.