Impact of computer-assisted instructional approach on students’ academic performances in photosynthesis.

Abstract

This study employed an experimental research design to investigate the impact of Computer-Assisted Instruction (CAI) on the academic outcomes of third-year Biology students. Conducted at Assin Manso Senior High School and J.E. Atta Mills Senior High School, the research specifically aimed to determine if digital pedagogical tools could enhance students' comprehension and overall performance in the subject. A purposive sample of 136 Form Three Biology students was selected for this investigation. An initial pre-intervention assessment established a baseline, revealing notably low levels among the students in three key areas: confidence in the subject, active participation in lessons, and conceptual understanding. To address this, the researcher implemented a targeted intervention using the Computer-Assisted Instructional approach as the primary teaching strategy for subsequent lessons. Postintervention data demonstrated a remarkable transformation in the classroom dynamics and student proficiency. The integration of CAI led to a substantial increase in students' willingness to participate in class activities and a marked boost in their self-confidence when tackling biological concepts. Furthermore, their depth of understanding of the subject matter showed significant improvement. Consequently, this positive shift translated into a statistically significant enhancement in their academic performance as measured by post-tests. Based on these compelling results, the study strongly advocates for the systematic integration of interactive digital methodologies into standard science curricula. It is recommended that educators leverage technology to create more engaging and effective learning environments. Additionally, teachers should be encouraged to facilitate computer-mediated collaborative learning activities to further foster peer-to-peer engagement and solidify knowledge acquisition.