THE MOTIVATIONAL EFFICACY OF SELF-REGULATED ICT RESOURCES ON INTEREST IN BIOLOGY AMONG HIGH, MEDIUM, AND LOW ACHIEVING SECONDARY SCHOOL STUDENTS
Abstract
This study examined the impact of technological software on learning from an interactive hypermedia. It explores participants’ learning interest and engagement, analyzing variations based on their score levels. The mixed method study adopted a pretest, posttest, quasi-experimental design using 3x2x3 factorial matrix, a Semi-Structured interview guide, and a Students’ interest inventory, entitled Questionnaire on the effect of ICT Resources on the Interest of Students in Biology (QEIISB) utilized to elicit responses on students’ interest. Post-hoc analysis was used to determine the direction of difference and findings revealed were discussed in the context of perfect understanding across achievement levels, because participants showed better interest and engagement more in the group of medium Scorers. The medium score level students showed significant interest and benefitted most from the software. By evaluating the efficiency of Information and Communication Technological (ICT) tools, influence students with varying performance or achievement levels, the study aims to provide insights into the effective these resources influence achievement and foster better interest in teaching and learning.
References
Aremu, A., &Sangodoyin, A.(2010) Computer animation and the academic achievement of nigerian senior secondary school students in biology. Journal of the Research Center for Educational Technology (RCET), 6, (2), 148-161
Awodun, A.O., Adekunle, R. F., & Femi-Adeoye, K. O. (2019). Students attitude and interest as correlates of students academic performance in biology in senior secondary school. International Journal for Innovation Education and Research, 4(3),1-6.
Chan, K. Y. Lyons, C. Kon, L. L., Stine, K. Manley, M. Crossley, A. (2020). Effect of on-screen text on multimedia learning with native and foreign-accented narration. Learning and Instruction, 67(10) https://doi.org/10.1016/j.learninstruc.2020.101305 DOI: https://doi.org/10.1016/j.learninstruc.2020.101305
Dignath, C., &Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. DOI: https://doi.org/10.1007/s11409-008-9029-x
Ekon, E., & Edem, N. B. (2015). Effects of computer-based constructivist instruction on students’ achievement and interest in biology. Educational Research 6 (4), 085-090. doi:10.14303/er.2013.044
Hong, Z-R. (2014). Effects of a Collaborative science intervention on high achieving students’ learning anxiety and attitudes toward science. International Journal of Science Education, 32 (15), 1971-1988, DOI: 10.1080/09500690903229304 DOI: https://doi.org/10.1080/09500690903229304
Lawson, A.E., & Gibbs, A.(1992). The nature of scientific thinking as reflected by the work of biologists and by biology textbooks. The American Biology Teacher, 54 (3), 137–152. DOI: https://doi.org/10.2307/4449435
Müller, N. M & Seufert, T. (2018) Effects of self-regulation prompts in hypermedia learning on learning performance and self-efficacy .Learning and Instruction 58 (2) 1–11 https://doi.org/10.1016/j.learninstruc.2018.04.011 DOI: https://doi.org/10.1016/j.learninstruc.2018.04.011
Panadero, E., Jonsson, A., &Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004. DOI: https://doi.org/10.1016/j.edurev.2017.08.004
Wu, H., Guo, Y., Yang, Y. Zao, L. & Guo, C. (2021) A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement. Educ Psychol Rev 33, 1749–1778 . https://doi.org/10.1007/s10648-021-09600-1 DOI: https://doi.org/10.1007/s10648-021-09600-1
Walan, S. and Enochsson, A.-B. (2022) 'Affordances and obstacles when integrating digital tools into science teaching in preschools,' Research in Science & Technological Education, pp. 1–20. https://doi.org/10.1080/02635143.2022.2116423. DOI: https://doi.org/10.1080/02635143.2022.2116423
Mampota,S., Mokhet’sengoane, S.J, Kuurata,L(2023) Connectivism Theory: Exploring its Relevance in Informing Lesotho’s integrated curriculum for effective learning in the digital age European Journal of Education and Pedagogy 4(4), p 6-12 10.24018/ejedu2023 DOI: https://doi.org/10.24018/ejedu.2023.4.4.705
Nworgu, B. G. (2006). Educational research: basic issues and methodology. Nsukka: University Trust Publishers.
Oniyide M. K., Kolawole A. O., & Dada E. G. (2023). Performance comparison of computer-based test and paper-pencil test using support vector machine. Fudma journal of sciences, 3(4),478-487.Retrieved from https://fjs.fudutsinma.edu.ng/index.php/fjs/article/view/1674
Olaore, I. B. (2014). The Impacts (Positive and Negative) of ICT on Education in Nigeria. Developing Countries Studies 4 (23), 154- 156.
Siemen, G (2004) Connectivism: Alerning Theory for the Digital Age retrieved from http://elearnspace.org/articles/connectivism.htm
Copyright (c) 2024 FUDMA JOURNAL OF SCIENCES
This work is licensed under a Creative Commons Attribution 4.0 International License.
FUDMA Journal of Sciences
