Effects of Computer-Mediated Instructional Strategy on Students’ Achievement and Retention in Biology in Senior Secondary Schools

Abdullahi, A. (2015). Effects of computer-assisted instruction on students’ achievement and retention in chemistry. Unpublished Master’s Dissertation, Ahmadu Bello University, Zaria, Nigeria. Abidoye, O. A., & Omotayo, B. K. (2023). Multimedia instructional strategies and students’ academic achievement in science subjects. Journal of Educational Technology and Innovation, 8(2), 45–58. Adelana, O. O., Akinyemi, A. O., & Oladimeji, T. A. (2024). Virtual laboratories and students’ understanding of microbiology concepts in secondary schools. African Journal of Science Education, 12(1), 73–88. Adeyemi, T. O., & Awolere, A. O. (2016). Teaching strategies and students’ academic performance in biology. International Journal of Educational Research, 5(3), 112–124. Ahmad, A., Abubakar, I., & Yau, S. (2018). Biology education and sustainable development in Nigerian secondary schools. Journal of Science and Mathematics Education, 9(1), 21– 34. Bichi, S. S., Ibrahim, M. A., & Ibrahim, U. (2019). Teaching biology in Nigerian secondary schools: Concepts, challenges and prospects. Nigerian Journal of Science Education, 7(2), 55–66. Bruce, A. (2023). Foundations of modern biology. Oxford University Press. Campbell, N. A., & Reece, J. B. (2017). Biology (10th ed.). Pearson Education. Cope, J. (2011). Toward a dynamic learning perspective of entrepreneurship. Entrepreneurship Theory and Practice, 35(2), 373–397. Ede, M. O., Oleabhiele, A. O., & Modebelu, M. N. (2016). Gender and students’ academic achievement in science subjects. International Journal of Gender and Education, 4(1), 19–32. Ekaette, S. O., Ekpenyong, E. E., & Owan, V. J. (2019). Gender equality and participation in science education in Nigeria. Journal of Education and Practice, 10(14), 45–53. Ezeaghasi, N. E. (2017). Memory, learning and retention in educational psychology. Journal of Educational Foundations, 6(1), 88–102. Ezechi, N. G., & Anyanwu, J. O. (2022). Teacher-centered instructional approaches and students’ engagement in science classrooms. Nigerian Journal of Curriculum Studies, 29(2), 101–115. Fabian, P. (2015). Gender-responsive teaching strategies in science education. International Journal of Educational Development, 41, 120–127. Gotip, A. M. (2023). Instructional strategies and students’ achievement in biology. University Press of Nigeria. Gregorio, J. P. (2024). Digital pedagogy and learner engagement in online environments. Journal of Educational Innovation, 11(1), 1–15. Gunawardena, C. N., & Zittle, F. J. (2023). Social presence and learning satisfaction in computer-mediated learning environments. American Journal of Distance Education, 37(2), 89–104. Harasim, L. (2023). Learning theory and online technologies (2nd ed.). Routledge. Hiltz, S. R. (2023). Collaborative learning in asynchronous computer-mediated environments. Online Learning Journal, 27(1), 65–82. Igweh, A. U. (2012). Retention and academic performance in science education. Journal of Educational Psychology in Africa, 4(2), 44–58. Iji, C. O. (2010). Effects of activity-based teaching methods on students’ retention in science. Journal of Science Teachers Association of Nigeria, 45(1), 30–38. Jamandron, R. A. (2020). Technology-mediated instruction and students’ learning outcomes. Asian Journal of Distance Education, 15(2), 22–36. IJCSMT Jonassen, D. H. (2023). Learning to solve problems with technology: A constructivist perspective. Routledge. Katcha, M. A. (2015). Gender differences in students’ academic achievement using innovative teaching strategies. Journal of Educational Research and Development, 8(1), 66–79. Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest and motivation. International Journal of Educational Research, 2(7), 73–100. Lebow, D., & Wager, W. (2023). Instructional design for computer-mediated learning environments. Educational Technology Research and Development, 71(3), 567–583. Maikano, B. U. (2016). Effects of computer-assisted instruction on biology students’ achievement and retention. Journal of Science Education Research, 5(2), 91–104. Mader, S. S. (2023). Biology (14th ed.). McGraw-Hill Education. Mason, R., & Kaye, A. (2023). Mindweave: Communication, computers and distance education. Pergamon Press. Michael, O. I. (2016). Factors influencing students’ achievement and retention in biology. Journal of Educational Studies, 9(1), 54–67. Nneji, L. M., Okafor, A. E., & Eze, C. U. (2024). Technology-enhanced teaching of anatomy and physiology in secondary schools. International Journal of Science Education, 46(2), 198–214. Okeke, E. A. C. (2011). Gender and science education in Nigeria. African Journal of Educational Studies, 3(1), 1–14. Okolo, J. N., & Oluwasegun, A. A. (2020). Conventional and innovative teaching methods in biology education. Journal of Science Teaching and Learning, 14(2), 39–52. Raven, P. H., Johnson, G. B., Losos, J. B., & Duncan, T. M. (2023). Biology (13th ed.). McGraw-Hill Education. Salmon, G. (2023). E-moderating: The key to teaching and learning online (4th ed.). Routledge. Salisu, A. (2015). Gender differences in students’ academic achievement using computer- assisted instruction. Journal of Educational Technology, 6(2), 23–34. Sangowawa, A. A. (2019). Measurement of learning retention in science education. Journal of Educational Measurement, 7(1), 101–115. UNESCO. (2021). Gender equality in and through education. UNESCO Publishing. Usoro, A. D. (2018). Measurement and evaluation in education. Academic Press. Wakili, R. M. (2018). Gender differences in achievement and retention in science subjects. Journal of Science Education in Africa, 10(1), 59–71. Yap, S. P. (2016). Teaching perspectives and classroom practices in secondary schools. Educational Review, 68(3), 345–360.