Article Sidebar

Submitted
Nov 28, 2019
Accepted
Apr 13, 2020
Published
May 7, 2020
Download
PDF
Statistic
Read Counter : 3892 Download : 1175

Main Article Content

Abstract

Deprivation of language abilities has negative influence on academic achievement of deaf learners especially in biology. Although, previous studies have underscored teaching approaches as a factor that influence participation and low achievement in biology but little or no studies exist to determine the effects of computer and project based learning approaches on the achievement of deaf learners in Biology. Therefore, this study determined the effect of computer- assisted instructions (CAI) and project based learning (PBL) on the achievement of deaf learners in Biology in Ibadan, Nigeria. The study engaged the pretest-posttest, control group quasi experimental research design. Purposive sampling technique was used to select deaf learners from three secondary schools in Ibadan, Nigeria. The participants were randomly assigned to two treatment groups: CAI, PBL and control group. Treatment lasted 8 weeks. Biology Achievement Test and Achievement Motivation Scale were used for data collection. Data were analysed using Analysis of covariance at 0.05 level of significance. Results showed a significant main effect of treatment of achievement in Biology among deaf learners (F(2,28) = 11.432, η2 = 0.574). Participants exposed to CAI obtained the highest mean score of 13.74 followed by PBL group (10.51) and control group (9.15). There was also a 3-way interaction effect on deaf learners’ achievement in biology. CAI was more effective in enhancing achievement in Biology among deaf learners the PBL. Therefore, Biology teachers to deaf learners should adopt CAI and perhaps PBL to motivate and stimulate deaf leaners’ interest in life sciences.

Keywords

Project Based Learning Deaf Learners Biology Computer-assisted Instruction

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

Author Biography

Olufemi Timothy Adigun, University of Zululand

Dr O.T Adigun obtained a Doctoral degree in Special Education in 2017 from the University of Ibadan, Nigeria. He is currently a Postdoctoral Reaserch Fellow in Department of Educational Psychology and Special Education at the Faculty of Education, University of Zululand, South Africa.

His research interest centers on technological implications in education of persons with disabilities and modalities psychosocial wellbeing  of persons with special needs. Dr Adigun has published several scholarly articles in referred journals and book-chapters on disability issues.

 

 

How to Cite
Adigun, O. T. (2020). Computer-assisted instruction, project based learning and achievement of Deaf learners in Biology. Journal of E-Learning and Knowledge Society, 16(1), 23-32. https://doi.org/10.20368/1971-8829/1135190

References

  1. Aidoo, B., Boateng, S. K., Kissi, P. S. and Ofori, I. (2016). Effect of project-based learning on students’ achievement in Chemistry. Journal of Education and Practice, 7(33), 103-108.
  2. Allesi, S. M. and Trollip, A. R. (2001). Multimedia for learning: Methods and development. Massachusetts, America: Allyn and Bacon.
  3. AltunYalçın, S., Turgut, Ü. and Büyükkasap, E. (2009). The effect of project based learning on science undergraduates’ learning of electricity, attitude towards physics and scientific process skills. International Online Journal of Educational Sciences, 1(1), 81-105.
  4. Aremu, A. and 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, 62, 148-161.
  5. Ataabadi, S., Yusefi, Z. and Moradi, A. (2014). Predicting academic achievement among deaf students: Emotional intelligence, social skills, family communications and self-esteem. European Journal of Research on Education, 2(1), 35-46.
  6. Athman, J.A. and Monroe, M.C. (2004). The effects of environment- based education on students' achievement motivation. Journal of Interpretive Research, 9(1), 9-25.
  7. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House, 83(2), 39-43.
  8. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.
  9. Cengizhan, S. (2007). The effects of project based and computer assisted instructional designs on those students’ who have depended, independed and cooperative learning styles, academic achievement and learning retention. Journal of Turkish Educational Sciences, 5(3), 377-401.
  10. Chan, Y. L. and Norlizah, C. H. (2017). Students’ Motivation towards Science Learning and Students’ Science Achievement. International Journal of Academic Research in Progressive Education and Development, 6(4), 174-189. DOI: 10.6007/IJARPED/v6-i4/3716
  11. Chang, C.C. and Tseng, K.H. (2011). Using a Web-based portfolio assessment system to elevate project-based learning performances. Interactive Learning Environments, 19(3), 211–230.
  12. Danmole, B. T. and Femi-Adeoye, K. O. (2004). Effects of concept mapping techniques on senior secondary school achievement and retention in ecology concepts. Journal of STAN, 39(2), 31-37.
  13. Department of Education (2015). National Diagnostic Report on School Performance. Pretoria, South Africa: Government Printer. Retrieved from http://www.education.gov.za/Portals/0/Documents/Reports/2015%20NSC%20Technical%20Report.pdf?ver=2016-01-05-050208-000.
  14. Egunjobi, A. O. (2002). The relative effectiveness of computer-assisted instructional mode on students’ learning outcomes in Geography. Ph.D Thesis. Department of Teacher Education. Ibadan. University of Ibadan.
  15. Ekwueme, C. O., & Umoinyang, I. E. (2005). Gender difference in Mathematics: Factors among secondary school students In Calabar, Cross Rivers State. 45th Annual Conference Proceedings of STAN 224-228.
  16. Ergül, N. R.and Kargın, E. K. (2014). The effect of project based learning on students’ science success. Procedia-Social and Behavioral Sciences, 136, 537-541.
  17. Federal Ministry of Education. 2009. Senior Secondary Education Curriculum, Biology for Senior Secondary Schools 1-3. National Educational Research and Development Council (NERDC). Abuja.
  18. Flores, A. and Rumjanek, V. (2015). Teaching Science to Elementary School Deaf Children in Brazil. Creative Education, 6, 2127-2135. http://dx.doi.org/10.4236/ce.2015.620216
  19. Gallaudet Research Institute. (2004). Norms booklet for deaf and hard-of-hearing students: Stanford Achievement Test, 10th Edition, Form A. Washington, DC: Gallaudet University.
  20. Githua, B. N. (2002). Factors related to the motivation to learn mathematics among secondary school students in Kenya's Naitobi Province and three districts of the Rift Valley province. PhD Theses. Njoro: Egerton University, Kenya.
  21. Gürbüz, R., Dede, Y. and Doğan, M. F. (2018). The role of computer-assisted instruction in the teaching of probability. Hacettepe University Journal of Education, 33(3), 705-722. doi: 10.16986/HUJE.2018036943
  22. Hoffman, J.A., Helversen, B.V. and Rieskamp, J. (2013). Deliberation's blindsight: How Cognitive Load can improve judgments. Psychological Science, 24(6), 869-879.
  23. Huber, M. and Kipman, U. (2012). Cognitive skills and academic achievement of children with cochlear implants. 10th European symposium on pediatric cochlear implantation.
  24. Ifeako, A. C. (2005). Evaluation of commercially produced computer-assisted instruction package for teaching secondary school chemistry. Ph.D Thesis, University Of Nigeria, Nsukka.
  25. Ige, T. A. (1998). Concept mapping and project-solving teaching strategies as determinants of learning outcome in secondary school ecology in Nigeria. Ph.D Thesis. Department of Teacher Education, University of Ibadan. Ibadan.
  26. Isa, H. (2005). Gender in-balance in access to education: implications for production of female science teachers. JSTAN 40(2), 45-52.
  27. Kanter, D. E. (2010). Doing the project and learning the content: Designing project-based science curricula for meaningful understanding. Science Education, 94(3), 525-551.
  28. Kanter, D.E. and Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: the effects of teacher content and pedagogical content knowledge and inquiry-based practices. Science Education, 94, 855-887.
  29. Kareem, A. (2015). Effects of computer assisted instruction on students' academic achievement and attitude in biology in Osun State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 6(1), 69-73.
  30. Kavyakishore, P. B. (2013). Achievement in science of secondary school students in relation to achievement motivation. International Journal of Social Science and Interdisciplinary Research, 2(5), 36-41.
  31. Ketpichainarong, W., Panijpan, B. and Ruenwongsa, P. (2010). Enhanced learning of biotechnology students by an inquiry-based cellulose laboratory. International Journal of Environmental and Science Education, 5(2), 169-187.
  32. Krajcik, J. S. and Blumenfeld, P. C. (2006). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. St.Louis: Cambridge University Press.
  33. Liu, Q. and Zhu, X. (2009). Investigation and analysis on the achievement motivations of 278 senior high school students. International Journal of Psychological Studies, 1(1),229-240.
  34. Nazimuddin, S. K. (2015). Computer Assisted Instruction (CAI): A new approach in the field of education. International Journal of Scientific Engineering and Research, 3(7), 185-188.
  35. Nikolaraizi, M. and Theofanous, M. (2012).The strategical use of concept maps in reading comprehension of students who are deaf. In A. J. Cañas, J. D. Novak, J. Vanhear, (Eds.), Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping. Valletta, Malta.
  36. Obeka, S. S. (2007). Comparative effects of epodewald and power simulation games on students’ achievement and interest on some environmental education concepts in Goegraphy. Ph.D Thesis, University of Nigeria.
  37. Okoro, C. A. and Etukudo, U. E. (2001). CAI versus extrinsic motivation based traditional method: It’s effect on female genders’ performance in chemistry. A Paper Presented At 42nd Stan Conference In Ilorin.
  38. Özmen, H. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and attitude toward chemistry: A case for Turkey. Computers and Education, 51(1), 423-438.
  39. Ronis, D. L. (2008). Project-based learning for math and science: Integrating inquiry and the Internet (2nd Ed). California: Corwin Press.
  40. Roy, A. G. (2015). A correlational study of achievement motivation and academic achievement of the elementary school students. International Journal of Innovation and Research in Educational Sciences, 2(3), 233-235
  41. Sangodoyin, I. A. (2011). Effects of computer graphics and animation presentation modes on senior secondary school learning outcomes in Biology in Southwestern Nigeria. Ph.D Thesis. Ibadan. University of Ibadan.
  42. Sweller, J., Ayres, P. and Kalyuga, S. (2011). Cognitive load theory in perspective. In Cognitive Load Theory. Springer, New York, NY.
  43. Thomas, J. W. (1999). Project based learning: A handbook for middle and high school teachers. Buck Institute for Education.
  44. Tortop, H.S. and Ozek, N. (2013). The meaningful field trip in project based learning; the solar energy and its usage areas topic. Hacettepe Üniversitesi Egitim Fakültesi Dergisi - Hacettepe University Journal of Education, 44, 300-307.
  45. Ugwuadu, O. R. (2017). Peers and Students’ Assessments of Biology Teacher Effectiveness in Secondary Schools in Adamawa State. International Journal of Innovative Social & Science Education Research, 5(2), 16-24.
  46. Umar, H. M., Fugu, Y. A. and Aliyu, H. M. (2018). Prediction of academic performances in biology among public senior secondary school students in Kwara state, Nigeria. International Journal of Education and Research, 6(12), 79-90.
  47. Yazdani, k. and Godbole, V.S. (2014). Studying the role of habits and achievement motivation in improving students’ academic performance. European Online Journal of Natural and Social Sciences, 3(4), 827-839.
  48. Yenice, N. (2006). The effect of computer-assisted science teaching on students' science and computer attitudes. The Turkish Online Journal of Educational Technology, 2(4), Article 12.
  49. Yusuf, M. O. and Afolabi, A. O. (2010). Effects of computer-assisted instruction (CAI) on secondary school students’ performance in biology. The Turkish Online Journal of Educational Technology, 9(1), 62-69.