Impacts of ICT as Tools in Teaching Biology in Senior Secondary Schools
Bibliographic record
Abstract
Information and Communication Technology (ICT) has been pivotal in training across the world. Due to the abstractness of Biology in schools, it is essential to develop an effective strategy of ICT tools to improve student’s learning process. Similarly, biology helps people understand how organisms adapt to their environment and the importance of biodiversity in sustaining our planet's delicate balance. Therefore, this study investigates the impacts of ICT as instructional material in teaching and learning biology and its gender dimension in senior secondary school at Ado-Odo Ota local government area of Ogun State, Nigeria. The sample size for this research was 240 which consisted of 180 Biology students and 60 Biology teachers. The research questions were investigated with descriptive statistics; Frequency and percentage with the Statistical Package for Social Science (SPSS). The results show a sizable correlation between information communication and technology and the performance of students offering biology in senior secondary school at Ado Odo Ota local government area of Ogun State. It also showed a notable difference in the performance of male students taught with information and communication technology-related facilities and female students taught with ICT-related facilities in Ado-Odo Ota local government area of Ogun State. It was concluded that ICT tools in Biology class can make students more interested in learning Biology. Therefore, Biology concepts should be incorporated into ICT tools to make learning Biology worthwhile, seamless, and entertaining.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".