COMPUTER-ASSISTED INSTRUCTION AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN EAST SENATORIAL DISTRICT OF RIVERS STATE

Abstract

This study examined the effect of computer-assisted instruction (CAI) using recorded 
video clips and the conventional discussion method on students’ academic performance 
and retention in Biology in Rivers East Senatorial District of Rivers State. Anchored in 
Mayer’s Cognitive Theory of Multimedia Learning and the Engagement Theory, the 
study employed a quasi-experimental, pre-test post-test non-equivalent control group 
design. A purposive sampling technique was used to select 120 Senior Secondary School 
II students from two intact classes. The Biology Performance Test (BPT), validated and 
tested for reliability, served as the data collection instrument. Data were analysed using 
mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 level of 
significance. Results revealed that students taught using CAI significantly outperformed 
their counterparts taught with the discussion method in both academic performance and 
retention tests. The study further showed that the multimedia and self-paced features of 
CAI enhanced students’ comprehension, engagement, and long-term memory of Biology 
concepts. These findings support the view that CAI promotes more effective and sustained 
learning than conventional methods, particularly in content-heavy science subjects. The 
study concludes that integrating computer-assisted instructional strategies into Biology 
teaching enhances both achievement and retention, offering a viable approach to 
improving science education outcomes. It recommends the widespread adoption of CAI 
across secondary schools to support active learning, strengthen digital competence, and 
close performance gaps in Biology.