Improving students’ conceptual knowledge and performances in cell division in living things using ICT integration

Abstract

The purpose of this study was to use ICT to improve students’ conceptual knowledge and understanding of cell division. An action research design was used for the study. The researcher employed random sampling to sample fifty (50) students out of a population of one hundred and twenty (120), 6 respondents were randomly selected for the qualitative aspect of the study. The data gathered was analysed both quantitatively and qualitatively. Pedagogical factors, such as interactive teaching methods and visual aids, significantly enhance student comprehension of cell division concepts. The use of demonstrations and animations in teaching science has been shown to improve learning outcomes. It was concluded that, effective biology education should prioritize pedagogical approaches that involve interactive teaching methods and multimedia resources to engage students and aid comprehension. Incorporating visual aids and demonstrations can help students better understand complex topics like cell division. To address the challenge of comprehending basic concepts in cell division, educational institutions should consider implementing innovative teaching methods, such as multimedia resources and hands-on laboratory activities, to facilitate a more intuitive and engaging learning experience. Additionally, personalized support, including tutoring or peer mentoring, should be readily available to students who express difficulty in grasping these concepts, ensuring that they receive the necessary assistance and resources to succeed in their cell biology coursework.