Efficacy of Two ICT-Based Presentation Modes on Secondary School - - PDF document

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

63

Efficacy of Two ICT-Based Presentation Modes on Secondary School Students’ Cognitive Performance in Biology

Egunjobi, A. Oluseguna and Sangodoyin, I. Abiodunb

aAbadina Media Resource Centre, Faculty of Education, University of Ibadan, Ibadan,

Olusegunegunjobi@Yahoo.Com, 08023298265/08052366719

bTESCOM, Oyo State, Nigeria,08055305922

Abstract This study investigated the effects of Two ICT based presentation modes (computer graphics and animation) on students’ cognitive performance in Senior Secondary School Biology. The pretest-post-test control group, quasi experimental design was adopted for the study. Two hundred and seventy nine Senior Secondary School II Biology students from three purposively selected federal government colleges in three states in southwestern Nigeria participated in the study. Four instruments were developed, used and validated for data collection viz: Computer Graphics Learning package in Genetics (OGLPG), Computer Animation Learning Package in Genetics (CALPG), Conventional Instructional Package in Genetics (CIPG) and Biology Achievement Test (KR-21 = 0.85). One hypothesis was tested at 0.05 level of significance. Data collected were analyzed using analysis of covariance and scheffe post-hoc test was used to explain sources of significant effects. Finding showed that there was a significant main effect of treatment on students’ cognitive performance in Biology (F(2,226) = 21.33; p < 0.05). Students in the computer animation presentation mode group obtained highest adjusted post-test score ( x = 19.77) followed by those exposed to computer graphics presentation mode ( x = 18.44) while those in the conventional teaching method scored the least ( x = 16.23). Therefore, computer animation and computer graphics presentation modes were effective in improving students’ cognitive performance in Biology. They have been found to be good and viable alternatives to the conventional teaching method. Computer animation and graphics presentation modes should, therefore, be used to teach biology to students in Nigerian secondary schools. Keywords: Computer animation mode, computer graphics mode, secondary school biology, Nigeria.

Introduction The dynamics of technology has created a complete new world of learning in recent times. Every country of the world is embracing new technologies in order to stay current and be relevant in professional fields like medicine, transportation, manufacturing, entertainment and education (Willis and Raines, 2001). Therefore, technology has become vital in the advancement towards a more meaningful life. This trend is increasingly evident in the use and application of technology in business, industry and education. Collins, Brown and Newman (1990) submitted that technology has the exciting potential of

64 IJES (2013) Vol. 10 serving as useful catalyst for change in education. They claimed that, there is a shift from didactic to constructivist approaches, from competitive to cooperative social structures and from singular modes of expression to interaction of visual and verbal thinking. Therefore, rather than being passive consumers of information, teachers and classrooms are now active contributors to learning

• environment. Demonstrating the place of technology in the classroom, Okediran

and Augustus (2002) showed that employing technology in teaching introduces better efficiency in the instructional system by some measures of reality, increasing the perceptual scope of the learner, motivating learners by making learning and record keeping easier, the prominent role being played by these products of technology in the field of education cannot be underestimated. Therefore, as technology advances, its impacts are greatly felt in the development of educational process. According to Abimbade, Aremu and Adedoja (2003), the various products of technology being introduced into the teaching learning process have given birth to the branch of education called educational technology. They stressed further that educational technology is all about facilitating and using information to elicit responses in the cognitive, affective and psychomotor domains. Awoseyin (1990) conceived educational technology as a system of using all educational resources including research information in human learning and communication principles and all planning strategies including educational needs, resources, procedure analysis, assessment and evaluation to solve problems or improve the qualities of education. Like other technologies, the definition actually shows that it is a practical discipline in which the nature and limits are explored daily by devoted practitioners. Another major and influential aspect

• f

technology is information techno-logy. Information technology is concerned with the handling and processing of information using the electronic devices (Adedoja, 2002). It encompasses information storage tools such as Compact Disc Read Only Memory (CD-ROM), magnetic tapes, computer files, databases and networks and internet-based tools and technologies. Its immense contribution to the field

• f educational technology cannot be underestimated. For instance, according to

NCET (1995) as quoted by Aremu (2002), it creates opportunities to handle text and to process information, by organizing and recognizing storing and retrieving, sorting and analyzing, presenting and communication. In addition, information technology exposes student teachers and even their lecturers to practice of teaching across the world. The network arrangement through satellite has made this possible. Both the students as well as their teachers through IT have access to the latest in the world of knowledge in their rooms, offices and designated centres (Salawu, 2002). This might have led Omekwu (2004) to stress that advances in information technology offer great potential for teaching and learning and even research. Without science, there will be no technology. In the history of educational development all over the world and particularly a developing country like

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

65

Nigeria, science education has been of great concern to the generality of the people (Olowojaiye, 2003). Therefore, science can be conceived as a body of knowledge which has meant so much to mankind and has completely changed

• pinions and old beliefs.

The advantages of learning science even from primary school according to Okebukola (1997) include improvement of power of observation, enhancement

• f critical thinking, facilitation of understanding of natural world, satisfaction of

curiosity, stimulation of interest in science and early learning of difficult scientific concepts. To the society in which we are, according to Ogunniyi and Oboli (2007) research and scientific discovery play prominent role in healthcare delivery, agriculture, building and construction industries, family life and most essentially in education. Due to the above mentioned advantages of science, it has been made compulsory in both primary and secondary school curricula. In spite of the position accorded science in the school curriculum the performance

• f students in it has been on a decline. More striking is the fact that the senior

secondary school certificate results in sciences, biology in particular are no longer encouraging in this country and this has also been affecting the students in the National Examinations Council (NECO) and other public examinations like UME now known as Unified Tertiary Matriculation Examination (UTME). The public is reminded of this state of affairs whenever the Senior Secondary School Certificate Examination (SSSCE) results are released (Bilesanmi, 1998; Abiona, 2008; Ojo, 2009; Sangodoyin, 2011). Biology is an integral part of science that focuses on living things (plants and animals). The study of Biology ranges from microscopic cellular molecules to the biosphere, encompassing the earth surface and its living organisms (Ramilingam, 2001). Biology is very useful in medicine, dentistry, veterinary science, agriculture and horticulture, food production industries and biotechnology which include fields, like genetic engineering among others. With all these, it presupposes a high academic performance by students but surprisingly, the performance has been very poor (Balogun, 1992; Bilesanmi, 1998; Ige, 2001). Research findings have pointed out that some concepts have been identified as presenting difficulties to teachers to teach as well as to students to learn (Okebukola, 1997; Osisoma, 1994; Orukotan, 1999; Ige, 2001; Olaseinde, 2008; Abiona, 2008; Ojo, 2009). These concepts include genetics, ecology, micro-organism and health, nervous coordination, population education, regulation of internal environment and variation in population just to mention a

• few. Literature on these concepts have shown a consistent decline in the

performance of students in genetics especially in the area of mitosis and meiosis (WAEC Chief Examiner’s Report, 2002, 2003 and 2005). The analysis of WASSCE results in Biology as a subject from 1996 to 2008 confirmed this deplorable performance of students. Table 1 reveals the discouraging results.

66 IJES (2013) Vol. 10

Table 1: Statistics of Entries and WASSCE Results 1996-2008 in Biology in Nigeria Year

• No. of Candidates

Percentage Grade 1- 6 Percentage 7 and 8 Percentage F9 1996 506628 15.95 25.19 58.84 1997 609026 15.79 23.32 60.88 1998 626894 34.44 25.33 38.85 1999 410831 28.35 34.16 37.47 2000 677869 10.47 31.61

• 53. 85

2001 995345 23.25 29.70 47.04 2002 882119 31.52 30.64 37.82 2003 909101 43.14 27.80 27.70 2004 8219961 30.83 33.68 35.47 2005 1,055710 35.77 29.92 32.55 2006 1,129,547 50.22 26.52 23.52 2007 1238163 33.37 32.09 32.47 2008 1332737 33.86 26.04 37.97 Source: Department of Statistics, West African Examinations Council (WAEC) Lagos 2009.

From table 1, apart from year 2006 in which the percentage of the candidates that passed the Biology subject with grades A1 – C6 5%, other years the percentages were below 5% which showed the poor persistent of the result, hence, the great concern for the stakeholders in education. This situation has no doubt called for so many research efforts. Many scholars had attributed the sources of students’ poor achievement in biology to the following: · The highly conceptual nature of biology which makes it difficult to understand (Schmid and Telaro, 1990; WAEC Chief Examiner’s Report, 2000; Waheed and Lucas, 1992 as quoted by Ige, 2001). · Shortage of qualified and pedagogically trained biology teachers, lack of interest in the subject on the part of the students and inadequate practical works (Aramide, 1985). · Overcrowded classrooms, laboratories and time table (Adeyegbe, 1993). · Clinging to conventional method, which might have proved to be inappropriate in the context of modern trend of teaching and learning situations (Ajewole, 1990; Eniayeju, and Eniayeju, 1994; Adeyegbe, 1998). · Inadequate number of learning facilities in schools as against consistent increase in the number of students (Otuka and Eniayeju, 1992; Akinbote and Okoruwa, 2000). · Poor grammatical expression, poor spelling of technical terms, and giving one word answer (WAEC Chief Examiners’ Report, 1998, 2000, 2004 and 2005). · Candidates depending on rote memory rather than understanding biological concepts to reason out solution (WAEC Chief Examiners’ Report, 2000 and 2005).

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

67

· Poor grasp

• f

genetics and ecological concepts (WAEC Chief Examiners’ Report, 1998, 2002, 2003, 2005 and 2007). To check the trends of science under achievement, various interventions have been designed and mounted. These include the provision of science equipment and books for schools, retraining of teachers, recruitment of more qualified science teachers, revision of science curriculum, mass literacy campaign and organization of workshops by professional educational bodies like Science Teachers Association of Nigeria (STAN). Others are Mathematics Association of Nigeria (MAN) and establishment of Junior Engineers, Technicians and Scientists (JETS) programmes (Duliyemi, 1997). And more importantly, for teachers to teach with leisure and for students to learn with ease, we need teaching strategies that are activity oriented. Various strategies were undertaken to improve the learning outcomes in Biology (cognitive and affective). This has made the Biology educators to pay more attention towards improving the process of teaching and learning of Biology in schools. Among those strategies are computer for learning and achievement in biological concepts (Jegede and Okebukola, 1992); the relative effect of instructional strategies of framing and rehearsal (Orukotan, 1999); three modes of computer based instructional strategies (Fajola, 2000); concept mapping and problem solving teaching strategies (Okebukola, 1992; Ikitde, 1993; Ige, 2001); two schemed-based instructional strategies (Olasehinde, 2008), computerized and textual programmed instruction (Oduwaye, 2009); and video CD and audio cassette modes of instruction (Ojo, 2009). Although, all these researchers worked on Biology, even Jegede and Okebukola (1992), Fajola (2000) and Oduwaiye (2009) used computer-based instructions in their studies but few of them worked on genetical concepts, and non of them has even made use of these two ICT based presentation modes (graphics and animation). Graphics and animation bring into lime light the intrinsic nature of some of these biological concepts which has been creating a problem in representation of knowledge in the subject. This study therefore was designed to find out how computer graphics and animation presentation modes can enhance the students’ cognitive performance in biology. It is necessary to explain what exactly computer, computer graphics and computer animation can do in teaching and learning process. The introduction of computer is considered to be the third revolution in education, the first was the printing of books; the second was the introduction of libraries (Pepe, 1984). This may be the reason why Abimbade (1996) emphasized that computer is seen as one of the major inventions of the 20th century that have contributed immensely to the service of humanity. This is the main reason why biology as an important discipline in the sciences and a core subject in the field of medicine should be taught using methods or strategies incorporating the use of computer. Realizing that computer and information technology skills are very important for educators, then today’s teacher of

68 IJES (2013) Vol. 10 biology should be able to use computer and other new technologies as tools for facilitating the teaching and learning of biology. Computer graphics is the creation, storage and manipulation of drawing and picture with the aid of computer system (Adekoya and Adekoya, 2002). This is a field of synthesizing or augmenting image, through digital meaning for artistic, engineering, recreational and scientific purposes. Computer graphics emerged recently as a spectacular part of computer industry. This can be seen in television or radio station logos, commercials and news programmes. Computer graphics are created by a variety of rendering software, Chen, Shi and Xuan (2007), posited that due to advancement in rendering technique, computer graphics come to appear so photo realistic that it may be used as a convincing form of photographic image forgery. Computer animation is another meta-cognitive strategy or presentation format utilized as one of the treatments for this study. Animation is the use of drawing, cartoons and other graphic materials to create motion pictures. Precisely these are images in motion (Dwyer and Dwyer, 2003). Computer animation is the use of computer to create animation. A special case of animation occurs whereby rather than using a series of drawings to represent motion, three dimensional objects are used this is often called Pixation. Pixation refers to animation using people. Animation is a popular and favourite effect among producers of computer- based instruction. Review of available courseware for education and training demonstrates its popularity (Sales, Tsai and Machead, 1991). Animation is most commonly used for cosmetic purposes with the intent of impressing rather than

• teaching. According to Rieber (2000); two main areas of research have been

conducted on animation in instruction. These are (a) as a way of presenting information; and (b) as visual feedback in practice strategies, such as

• simulations. Certainly, animation affords many practical methods of gaining and

cueing attention, such as special effects during transitions between screens, moving icons or characters (including cartoons and text), and animated prompts (such as arrows that direct attention to keywords, paragraphs, graphics, or other screen items or features). The most direct application of animation in instruction is using it to present lesson content. Animation, with or without accompany text,

• ffers many opportunities for presenting or elaborating facts, concepts and

principles (Rieber, 2000). Lastly, animation is also frequently used in a wide array of interactive activities which can range from highly structured to discovery-based activities and approaches. The need for justification of the integration of graphics and animation in the process of teaching and learning is that, Biology, like any other science subjects such as physics and chemistry is highly conceptual in nature and this makes it difficult to understand (Chief Examiners’ Report, 2000). Among these concepts are ecology, genetics, variations in population, system of the body, circulatory

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

69

system among others. Each of these represents series of related facts. For teachers to teach effectively and for students to really understand and recall when necessary, these concepts have to be supported with diagrams, posters, pictures among others. This is in accordance with the dual coding theory which says that words and external pictures activate the coding system in an additive way (Pavio, 1990). The study therefore investigated the efficacy of these two ICT-based presentation modes on students’ cognitive performance in Biology. Statement of the Problem Various researches revealed that students’ performance in Biology is on the

• decline. Facts available from these showed that besides general apathy of

teachers and students to abstract concepts such as genetics is the unsatisfactory method of teaching which contributed to this performance. Against this background this study investigated the efficacy of two ICT-based presentation modes (computer graphics and animation presentation modes) on students’ cognitive performance in senior secondary school Biology (genetics). Hypothesis This hypothesis was tested at 0.05 level of significance. HO: There is no significant main effects of treatments (computer graphics and animation) on students’ cognitive performance in Biology. Scope of the Study The study had the following participants 279 SS II biology students of the Federal Government Colleges (F.G.C) in the Southwest of Nigeria. Only three states were used. The study focused on computer graphics and animation presentation modes in teaching and learning of topics such as mitosis and meiosis in genetics within the secondary school biology curriculum. Methodology Research Design This study adopted a pre test post test control group quasi- experimental design. The independent variable is the teaching strategy at three (3) levels, which are (a) Graphic Presentation Mode – group 1 (b) Animation Presentation Mode – group II and (c) Conventional Teaching Method (control group). The design is structurally shown as follows Experimental group I O1 X1 O2 Experimental group II O3 X2 O4 Control Group III O5 X3 O6 Where

70 IJES (2013) Vol. 10 O1 = Pre test Assessment for experimental group I X1= Treatment for Experimental group I (graphic presentation mode) O2 = Post test assessment for experimental group 1 O3 = Pretest assessment for experimental group II X2 = Treatment for Experimental group II (animation presentation mode) O4 = Post test assessment for experimental group II O5 = Pre- test assessment for control group X3 = Conventional teaching method for control group. O6 = Posttest assessment for control group. Subjects in group I were exposed to computer graphics presentation mode, group II were exposed to computer animation presentation mode while the control group were exposed to conventional teaching method (Talk and Chalk Method). Variables in the Study The teaching presentation modes are the independent variables (computer graphics animation and conventional method) for the study while cognitive performance in biology is the dependent variable. Instruments The following instruments used in the study were divided viz stimulus and response instruments. (a) Stimulus Instruments (i) Computer Graphics Learning Package in Genetics (CGLPG) The CGLPG was programmed through computer, graphic based on these selected difficult topic in biology: mitosis and meiosis for senior secondary school II students. The objectives for the learning package were stated, the learners’ tasks to be performed were highlighted, preparation of the programmed draft, try out, revision and implementation of the learning package all were vividly

• explained. This was for the experimental group one treatment.

(ii) Computer Animation Learning Package in Genetics (CALPG) The CALPG was also a computer programmed self-learning package with animation, based on the same topics mentioned in CGLPG for the same set of the students. The objectives, learners’ tasks, preparation, try out, revision and implementation were also clearly discussed on how the learning package were programmed and to be utilized by the users. This was for the experimental group two treatment.

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

71

(iii) Conventional Instructional Package in Genetics (CIPG) The CIPG was a learning package conventionally prepared for the same set of students as in experimental groups I and II, based on the same topics viz mitosis and meiosis. The package was in form of textual materials and teachers’ instructional guide through materials and conventional teaching method. This was for the control group. These instruments were programmed through computer viz: CGLPG and CALPG while CIPG was just an instructional guide based on the topics mitosis and meiosis. (b) Response Instruments (i) Biology Achievement Test (BAT) The BAT was an achievement test of 40 multiple choice items of 4

• ptions A – D. it covers the two topics which the three groups were

exposed to during the study. It was for both pre and post tests for the 3 groups. Validation and Reliability of Instruments The CGLPG and CALPG were given to the experts in computer science, educational technology and biology for face content and construct validity. BAT was trial tested on sample of 20 students apart from those used for the main

• study. The data collected were subjected to KR-21 with the result 0.72. Thus

was found reliable and appropriate for the study. Research Procedure · The three Federal Government colleges involved in this study were visited and permission to carry out the study was sought and obtained from the principal of each school. The study covered a period of 13 weeks. · The first three weeks was for the training of the participating teachers, research assistants, Biology teachers and the computer instructors. · The 4th week for conducting pre-test Biology Achievement Test (BAT). This was done by the researcher with the help of the research assistants and the biology teachers. · The treatment period lasted 8 weeks in all the three schools. This involved the use of computer graphics learning package in genetic (CGLPG) in one of the colleges (Experimental Group 1), the use of Computer Animation Learning package in Genetics (CALPG) for group II and the use of conventional instructional package (in the control group III). · The 13th week of the research was for post test, that is for the administration of the instrument. This was administered by the researcher,

72 IJES (2013) Vol. 10 research assistants, Biology teachers and the computer instructors in the same order as the pretest. Data Analysis The data collected were analyzed using inferential statistics such as Analysis of Covariance (ANCOVA), to determine the effects with pre-test scores as

• covariate. Estimated Marginal Means (EMM) was also used to determine the

magnitude and direction of the differences among groups. Lastly, the Scheffe post-hoc analysis was employed to determine the source of significant difference where it exists. The data collected were analyzed based on the hypothesis tested in the study. HO: There is no significant main effects of treatments (computer graphics and animation) on students’ cognitive performance in Biology. Table 2 shows the findings.

Table 2:Summary of Analysis of Covariance on Students Cognitive Performance in Biology after the Treatment Source Sum of Square df Mean Square F

• Sig. F

Corrected Model Intercept ATPRE (Covariate) TREATMENT (Graphic and Animation) Error Total Corrected Total 2123.838b 2274.983 743.089 393.392 .125 2452.470 97985.000 4576.308 12 1 1 1 2 266 279 278 176.987 2274.983 743.089 196.696 6.262E-02 9.220 16.462 19.196 246.749 80.597 21.334 .007 .000* .000* .000* .000* .993

* Significant at P<.05

Table 2 reveals that there is a significant difference among the three groups in the post BAT (F(2,266)=21.334; P<0.05). This implies that, there is a significant main effect of treatments on the students’ cognitive performance in Biology. Therefore, the hypothesis is rejected. Table 3 shows the magnitude of performance across the groups. From Estimated Marginal Means on cognitive performance.

Table 3: Estimated Marginal Mean on Treatment GRAND MEAN = 18.15 Variables Mean

• Std. Error

N Intercept Pre BAT Post BAT 12.75 18.15

• .201

279 279 Treatment Exp I (Graphic) Exp II (Animation) 18.44 19.77 .334 .32 90 109

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

73

Control (Conventional) 16.23 .42 80 Where Exp I = Graphic Presentation Mode Exp II = Animation Presentation Mode

Table 3 reveals that students exposed to animation presentation mode had the highest achievement mean score ( x =19.77) followed by those exposed to graphics presentation mode ( x =18.44) while those exposed to conventional teaching method had the lowest score ( x =16.23). The table also shows that there is a significant shift from the pre-test achievement mean score ( x = 12.75) to post-test achievement mean score ( x = 18.15). The difference (5.4) between the scores is shown to be significant by table 2 (F(1,266)=246.749; p<0.05). Figure 1 shows graphically the magnitude of each presentation mode at a glance.

5 10 15 20 Mean Score CGPM CAPM CTM Treatment

• Fig. 1: Bar chart illustrating the estimated marginal means of post-test scores of students’

cognitive performance in biology after the treatments.

To determine the actual source of significant differences, Scherffe Post Hoc Multiple Range Comparison was carried out as shown in table 4.

Table 4: Summary of Scherffe Post Hoc Multiple Range Comparison of Treatment Groups Mean Scores for Cognitive Performance Test Groups Mean Score Exp I Exp II Control Exp I 18.44 * * Exp II 19.77 * * Control 16.23 * *

* Pairs of groups significantly different at P<.05

Table 4 shows that the significant difference revealed by table 2 on the treatment is as a result of difference between:

74 IJES (2013) Vol. 10 (i) Exp I and Exp II (ii) Exp I and Control (iii) Exp II and Control This implies that any two groups compared on the cognitive performance score are significantly different. Discussion of Findings Effects of Treatment on Students’ Cognitive Performance in Biology The findings indicated that there is a significant main effect of treatment on students’ cognitive performance in Biology (genetics). The estimated marginal means in table 3 with grand mean of 18.15 revealed that the two treatments (Computer Animation Presentation Mode (CGPM) and Computer Graphics Presentation Mode (CAPM) contributed significantly to the gain score of students’ cognitive performance in Biology (genetics). The findings further showed that the two treatments were more effective in promoting cognitive performance than the conventional teaching method. This agrees with findings

• f Fajola (2000), Udousoro (2000) and Egunjobi (2002) who found computer

based instructional strategies to have positive significant effects on students’ cognitive performance in Biology, Mathematics and Geography respectively. The superior performance of the computer animation presentation mode and computer graphics presentation mode over the conventional teaching method could be due to the fact that these two modes are activity based presentation modes in which active learners’ participation is encouraged. Students in these treatment groups had the opportunity to handle, manipulate and observe the content in computer themselves, whereas the students in the control group lacked such opportunity hence the lowest mean cognitive performance score (16.23). This study lends support to the findings of Stofflet and Stoddart (1994), Nneji (1997) and Popoola (2002), who worked on the inadequacy and ineffectiveness of chalk and talk method in understanding of subject matter. Raji and Ayoade (2004) in their research findings on the effect of computer assisted instruction on students’ academic achievement in computer science stated that CAI users sometimes learn as much as 40% faster and better than those receiving instruction through traditional or conventional method of teaching. The higher achievement mean score in Computer Animation Presentation Mode (CAPM) can be ascribed to the fact that animation allowed students to comprehend the information through diagrams in motion provided by visual

• stimuli. This corroborates the findings of Tversky and Morrison (2003) who

posited that animation are more effective than static sequential images for teaching dynamic events. Likewise it supports McClean, et al. (2005), who emphasized that, animation provides a valuable way to communicate dynamic, complex sequences of biological events more effectively than text or static

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

75

graphics. Conclusion The findings of this study indicate that the computer has the capability of motivating students to higher performance by bringing about remarkable and significant gain in performance when compared with the conventional teaching

• method. Therefore, computer animation presentation mode and computer

graphics presentation mode are better facilitators of learning than the conventional chalk and talk method. Moreover, computer animation presentation mode had higher achievement scores out of the two. The findings in this study revealed the efficacy of computer graphics presentation mode and computer animation presentation mode in enhancing students’ cognitive performance in genetics better than those exposed through conventional teaching method. This showed the importance of training teachers in these captivating areas of learner centred mode of presentation to facilitate effective teaching and learning of Biology topics and other science subjects. Recommendations It is recommended that these types of instructional modes that are capable of transforming students from passive receptacles of knowledge to active learners should be used to teach Biology and other science subjects in our secondary schools. The science teachers should be encouraged to develop skills of producing learning packages. Computer has become an inevitable instructional material in teaching, learning and administrative purposes; therefore all teachers, science teachers in particular are to be encouraged to be computer-literate and be skilled in the development and production of learning packages. They should be familiar with many of these computer packages such as spreadsheet, statistical package, CD-Rom search, power point graphics and animation, and utilize them during the process of teaching and learning in the classroom. In our schools where computers are available there should be trained personnel to handle them and fund should be made available to maintain and repair them when and where necessary. Curriculum planners and supervisors from Ministry of Education should enforce the availability and usage of these new technologies in Nigerian educational system both at the Federal, State and local levels. References

Abimbade, A. (1996). Computer assisted instruction (CAI) and the teachers. Nigeria Journal of Computer Literacy, 1(1), 78-81. Abimbade, A. (2006). Principles and practice of educational technology – Revised Edition, Woel Publishing Service – Accra Ghana. Abimbade, A., Aremu A.O., and Adedoja, G.O. (2003). Providing Information

76 IJES (2013) Vol. 10

Communication Technology (ICT) Environment for Teaching and Learning in the Nigerian Education System – Education This Millennium, Innovation in Theory and

• Practice. O.A. Bamisaye, I.A. Nwazuoke and A. Okediran (Eds.) Macmillan
• Nigeria. 172-188.

Abiona, O.F. (2008). The impact of three life skill strategies on students’ environmental learning outcomes in sewage disposal and water treatment in biology. PhD Thesis, University of Ibadan, Ibadan. Adebayo, K. (1997). Communication in agriculture. Abeokuta: Green Links International. Adedoja, G.O. (2002). Integrating information technology into adult literacy education. Nigeria Journal of Computer Literacy 3(1), 1-7. Adekoya, A.F. and Adekoya, B.A. (2002). The relevance of computer graphics to visual arts production and exposition. Nigerian Journal of Computer Literacy, 3(1), 19-25. Adeyegbe, S.O. (1993). The senior secondary school science curricula and candidates performance an appraisal of the first cycle of operation. Journal of Science Teachers Association 28(42), 3-12. Aiyelaagbe, G.O. (1988). The effectiveness of audio, visual and audio-visual self- learning packages in adult learning outcomes in basic literacy skills in Ibadan. Ph.D. thesis, Department of Teacher Education, University of Ibadan. Ajewole, G.A. (1990). Effects of expository and guided discovery on students’ chemistry achievement. Journal of Science Teachers’ Association of Nigeria. Aramide, S.A. (1985). Assessment of practical biology: What examiners look for. Journal of the Science Teachers’ Association of Nigeria. 23(12), 17-19. Aremu, A. (2002). Information communication technologies and the development of scientific knowledge and skills in primary school children. Nigeria Journal of Computer Literacy 3, 11-12. Ausubel, D.P. (1978). In defence of advance organizer. A reply to critics. Review of Educational Research. 4(2), 251. Awoseyin, A. (1990). Computer graphics: An essential tool in information technology. COAN Conference Series, Lagos 10, 75-83. Balogun, T.A. (1992). Integrated science teaching concept, problems and progress. Keynote address at Regional Workshop on Integrated Science teaching, held at the University of Ibadan (May 18-23), under the auspices of UNESCO regional office for Africa (BREDA), Dakar. Bilesanmi, J.B. (1998). A causal model of teacher characteristics and students’ achievement in secondary school ecology. Unpublished Ph.D Thesis University of Ibadan. Chen, A., Shi, C., and Xnan, A. (2007). Computer animation for learning environment in selected reading from Annual Conference of International Visual Literacy

• Association. Chicago, USA.

Collins, A., Brown, J.S., and Newman, S.E. (1990). Cognitive apprenticeship: Teacher the craft of reading, writing and mathematics. Knowing learning and institution: Essays in honour of Roberts Glasser. L.B. Resnide Ed. Hill Dale: NJ Lawrence Erbaum Associates 453-494. Duliyemi, A.N. (1997). The JETS programme as an intervention strategy in enhancing scientific and technological literacy in selected states. PhD Thesis, Dept. of Teacher Education, University of Ibadan.

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

77

Dwyer, F.M. (1994). One dimension of visual research: A paradigm and its

• implementation. A spectrum of visual learning. D.M. Moore and F.M. Dwyer (Eds.)

New Jersey: Educational Technology Publication. Dwyer, F.M. and Dwyer, C. (2003). Effect of animation in facilitating knowledge

• acquisition. Paper presented at the meeting of Pennsylvania Educational Research

Association Hershey, P.A. Egunjobi, A.O. (2002). Relative effectiveness of computer assisted instructional modes

• n students learning outcomes in geography. Unpublished Ph.D. Thesis, University
• f Ibadan, Ibadan.

Eniayeju, A.A. and Eniayeju, P.A. (1994). Why STM is difficult to learn? A conceptual framework for intervention methodology. Journal of Science Teachers Association

• f Nigeria 29(1&2), 27-39.

Fajola, O.O. (1999). Computer-based instructional strategies: Cooperative and individualistic modes on learning outcomes in biology. PhD Thesis, Dept. of Teacher Education, University of Ibadan. Foster, T. (2000). Effects of laptop computers with multimedia and presentation software on student achievement. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA. Gagne, R.M. (1977). The conditions of learning. 3rd ed. New York: Holt Rinehart and Winston. Hounshell, P.B. and Hills, S. (1989). The microcomputer and achievement and attitudes in high school biology. Journal of Research in Science Teaching, 26:543-549. Ige, T.A. (2001). Concept mapping and problem-solving teaching strategies as determinants of achievement in senior secondary ecology”, Ibadan Journal of Educational Studies, 1(1), 290-301. Ikitde, G.A. (1993). Fostering experimental proficiency of students in biology through problem-solving approaches. Ph.D. thesis, University of Ibadan. Jedeskog, G., Nissen, J. (2004). ICT in the classroom: Is doing more important than knowing? Educational and Information Technologies, 9(1), 37-45. Jegede, A. and Okebukola, P.A.O. (1992). Attaining meaningful learning concepts in genetics and ecology. An examination of potency of the concept of mapping

• technique. Journal of Research in Science Teaching. 27(1), 493-504.

McClean, P., Johnson, C., Rogers, R., Daniels, L., Rober, J., Slator, B.M., Terpstra, J., and White, A. (2005). Molecular and cellular biology animations development and impact on student learning. Cell Biology Education 4:169-179. Pub Med. Merritt, A.O. (2009). Technology Microsoft (DVD) Encarta. NCET (1995). Approaches to the IT capacity (key stages 1 and 2) coventry: National Council for Educational Technology. NY. Oduwaye, J.O.M. (2009). Impact of computer-assisted and textual programmed instructions on pre-service teachers’ learning outcomes in some environmental solutions concepts in biology. Ph.D. thesis, Department of Teacher Education, University of Ibadan. Ogunniyi, D. and Oboli, H.O.N. (2007). Spectrum social studies for JSS social change and development. Ibadan: Spectrum Books Limited. Ojo, T.A. (2009). Impact of video CD and audio cassette modes of instruction on secondary school students’ learning outcomes in selected topics in biology. PhD Thesis, Dept. of Teacher Education, University of Ibadan.

78 IJES (2013) Vol. 10

Okebukola, P.A.O. (1997). Attaining meaningful learning of concepts in genetics and

• ecology. An examination of the potency of the concept mapping technique. Journal
• f Research in Science Teaching, 27(1), 493-504.

Okebukola, P.A.O. (1992). Can good concept be good problem solvers in science? Educational Mapping Psychology 12(2), 113-128. Okediran, A. and Augustus, E.O. (2002). Adult education and the new technologies in the 21st century. What role for communication teachers? Nigeria Journal of Computer Literacy. 3(1), 88-95. Okoronka, A.U. (2004). Model-based instructional strategies as determinants of students’ learning outcomes in secondary school physics in Lagos State. Unpublished PhD thesis, University of Ibadan, Ibadan. Okoruwa, T.O. (2008). Effects of enhanced explicit and conceptual change teaching strategies on pupils’ learning outcomes in primary science. Unpublished Ph.D. thesis, University of Ibadan, Ibadan. Olasehinde, K.J. (2008). Impact of two scheme-based instructional strategies on students learning outcomes in population education concepts in biology. PhD thesis, Dept. of Teacher Education, University of Ibadan. Olowojaiye, A. (2003). Difficulty concept in biology. Identification and instructional

• strategies. STAN 35th Annual Conference.

Oludipe, B.D. (2004). Science teachers’ literacy level in and attitude dimensions on computer usage. Nigeria Journal of Computer Literacy 5.1.:227-229. Omekwu, C.O. (2004). Advances in information technology: Implications for the future

• f education in Nigeria. In Elaturoti E. and Babarinde K. (Eds.), Teachers’ mandate
• n education and social development in Nigeria, Ibadan: Stirlin-Horden.

Orukotan, A.F. (1999). The relative effect at instructional strategies of framing and rehearsal on senior secondary school students learning outcomes in some biology

• topics. Unpublished Ph.D thesis, University of Ibadan.

Osisioma, U.I. (1994). Difficult concept in biology: Identification and instructional/learning strategies. Paper presented at 35th Annual Conference of Science Teachers Association of Nigeria on Different Concepts in Science Technology and Mathematics. Pavlo, A. (1990). Mental representation: A dual coding approach. Oxford England: Oxford University Press. Pepe, B. (1984). Assimilating complex information. Learn Instruction 12:61-86. Popoola, A.A. (2002). Effects of heuristic problem-solving and programmed instruction strategies on senior secondary school students’ learning outcomes in mathematics in Ekiti State. PhD thesis, Dept. of Teacher Education, University of Ibadan. Raji, M.O. and Ayoade, O.B. (2004). Effect of the use of traditional teacher directed instruction (TTDI) and computer assisted instruction (CAI) on students’ academic achievement in computer science. Nigeria Journal of Computer Literacy 5(1), 1-8. Ramilingam, S.T. (2001). Modern biology for senior secondary schools. Fourth Edition, by Africana –Fep Publishers Limited. Onitsha – Nigeria. Rieber, L.P. (2000). Computer graphics and learning. New York, Billgates Publishers. Ritt, L. and Stewart, B. (1996). Applying technology in the classroom, innovative strategies for teaching anatomy and philosophy. Tech Trends, 41:1. Salawu, I.O. (2002). Towards effective integration of information technology (IT) into teacher education curriculum in Nigeria. Nigeria Journal of Computer Literacy

• A. Olusegun Egunjobi and I. Abiodun Sangodoyin: Efficacy of Two ICT-Based Presentation Modes…

79

3.1:72-75. Sales, S., Tsai, R., and Machead, A. (1991). Can higher order thinking and cognitive engagement be enhanced with multimedia? Interactive multimedia elective. Journal

• f Computer-enhanced Learning 1(2), 20-29.

Sangodoyi, A. (2011). Effects of computer graphics and animation presentation modes

• n senior secondary school students’ learning outcomes in biology in southwestern
• Nigeria. Unpublished Ph.D. thesis, University of Ibadan.

Schmid, R.F. and Telaro, G. (1990). Concept mapping as an instructional strategy for high school biology. Journal of Educational Research 84.2:78-85. Stith, B.D. (2004). Use of animation in teaching cell biology. Cell Biology Education 3:181-188 Pub. Med. Thorsen, C. (1998). Technology-based model for classroom teachers. Volume III. Teaching presentation software: Thinking in 3-D Boise ID: Boise State Educational Technology Programme. Tversky, B. and Morrison, J.B. (2002). Animation: Can it facilitate? Int. J. Hum.

• Comput. Stud. 257:247-262.

Udousoro, U.J. (2000). The relative effects of computer and text assisted programmed instruction on student’s learning outcomes in mathematics, unpublished Ph.D. thesis, University of Ibadan. Waheed, T. and Lucas, A.M. (1992). Understanding interrelated topics in Photosynthesis at Stages. Journal of Biology Education 26:19-25. West African Examinations Council Chief Examiners’ Report (2000, 2003 and 2005). Willis, E. and Raines, R. (2001). Technology and changing face of teacher preparation in role of information technology in teacher education. Presented at 23rd National Conference of NAEMT Sept. 11-14 2001.