Effect of Computer-Assisted Instruction In Remediating Misconception of Transport System and Respiration Among Senior Secondary Students in Funtua, Katsina State

Abstract

This study investigated the effect of computer assisted instruction on remediating misconception of Transport system and respiration concept among senior secondary school students in funtua, katsina state. The study adopted pre and post test, quasi experimental design. The population consisted of 4,257 SSII biology students of the public secondary school in funtua education zone of katsina state. Out of which 3,166 were male and the rest 1,091 were females. The sample of the study has105 students from two co-educational schools selected by balloting. Two research questions with two null hypotheses guided the research. A validated instrument, Transport system and respiration Unscientific Preconception Test (TSRUPT) with reliability coefficient of 0.81 was used for data collection. The experimental group was taught using Computer Assisted Instruction (CAI) within a period of six weeks, while for the same period control group was taught using lecture method,. Descriptive statistics was used to answer the research question, while t-test was used to analyzed the hypothesis at p≤0.5. Findings of the study revealed that: (1) Students exposed to Computer-Assisted Instruction (CAI) demonstrated significantly greater remediation of misconceptions in transport system and respiration compared to their counterparts taught through conventional instructional methods. (2)CAI was effective in correcting misconceptions for both male and female students, indicating that the intervention was gender-neutral in its impact. (3)The results further suggest that teachers need to give deliberate attention to identifying and addressing misconceptions inherent in abstract biological concepts during instruction. It was recommended that biology teachers: (1) Systematically diagnose and target students’ misconceptions, especially in abstract and conceptually demanding topics such as transport system and respiration. (2) Integrate Computer-Assisted Instruction into routine classroom practice to enhance students’ conceptual understanding and promote meaningful learning in biology. 

Key words: Misconception, Performance, Remediation, CAI.