Effects of Powerpoint Enhanced Instructional Strategy on the Academic Achievement of Biology Students in Yenagoa Metropolis

Abstract

The purpose of this research was to investigate the "effects of PowerPoint-enhanced instructional strategy on the academic achievement of biology students in Yenagoa region." The study used a pretest-posttest, control group quasi-experimental design. The population of the study included all SSII students in Yenagoa Metropolis, Bayelsa State. A sample of 87 pupils was chosen using the purposeful sampling technique. Two schools were randomly selected as the experimental and control groups, respectively, to be taught using the PowerPoint- augmented instructional technique and the lecture strategy. The research lasted five weeks. To drive the investigation, three research questions and three null hypotheses were raised and assessed at the 0.05 level of significance. The study's instruments comprise two instructional manuals, the "Mathematics Achievement Test (MAT)" and the "Basic Mathematical Ability Test". The MAT was comprised of 30 multiple-choice questions, and had a reliability index of 0.86 using Kuder-Richardson Formula 21 (KR-21), while the BMAT comprised of 25 multiple choice question, with a reliability of 0.82. The research questions were answered through mean and standard deviation, while t-test was used to test the hypotheses. The finding of this study showed there was no significant difference in the achievement of students taught with either strategy. The finding further showed that neither of the moderating variables (birth order or basic mathematical ability) had a significant effect on the students learning. It was recommended amongst others that other ways through which e-learning can be brought to the classroom be explored.

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