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Impacts of ICT as Tools in Teaching Biology in Senior Secondary Schools

Article · May 2024

DOI: 10.55549/ijasse.15

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Year 2024, Vol. 2, No. 1, Pages 42-52 www.ijasse.com

Impacts of ICT as Tools in Teaching Biology in Senior

Secondary Schools

Simeon Oluwatoba Ogunlowo

Laurentian University, Canada

Gokben Ozbey
Firat University, Turkiye

Dorcas Titilope Ogunlowo

University of Ilorin, Nigeria

Article Info Abstract

Article History 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
Received: develop an effective strategy of ICT tools to improve student’s learning process.
1 July 2023 Similarly, biology helps people understand how organisms adapt to their
environment and the importance of biodiversity in sustaining our planet's delicate
Accepted:
balance. Therefore, this study investigates the impacts of ICT as instructional
18 May 2024
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
Keywords students and 60 Biology teachers. The research questions were investigated with
descriptive statistics; Frequency and percentage with the Statistical Package for
Academic Social Science (SPSS). The results show a sizable correlation between
performance, information communication and technology and the performance of students
Information and offering biology in senior secondary school at Ado Odo Ota local government
communication area of Ogun State. It also showed a notable difference in the performance of male
technology, students taught with information and communication technology-related facilities
ICT, and female students taught with ICT-related facilities in Ado-Odo Ota local
Student’s government area of Ogun State. It was concluded that ICT tools in Biology class
Performance, can make students more interested in learning Biology. Therefore, Biology
Biology concepts should be incorporated into ICT tools to make learning Biology
worthwhile, seamless, and entertaining.

To cite this article

Ogunlowo, S. O., Ozbey, G., & Ogunlowo, D. T. (2024). Impacts of ICT as tools in teaching biology in
senior secondary schools. International Journal of Academic Studies in Science and Education (IJASSE),
2(1), 42-52. https://doi.org/10.55549/ijasse.15

Corresponding Author: Simeon Oluwatoba Ogunlowo, sogunlowo@laurentian.ca

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

Introduction

Biology, a branch of natural science deals with the investigation for a deep understanding of natural phenomena
and events. It is one of the central areas of scientific knowledge and is related to topics such as medicine,
genetics, zoology, ecology, and public policy (Colleen et al., 2009). Biology is a broad fascinating subject that
covers all aspects of life, from the basic cells to complex species. It provides a scientific understanding of
everything living on earth, from plants and animals to humans. Additionally, biology helps people understand
how organisms adapt to their environment and the importance of biodiversity in sustaining our planet’s delicate
balance. This is to highlight the importance of biology in the curriculum of secondary schools for adolescents.
Kofi Anan, the former United Nations Secretary-General, in recognizing the importance of education of our
young ones (adolescents) factors out that owing to achieve the aim of Universal Primary Education by way of
2015; we need to make sure that data and conversation applied sciences release the door of training systems
(Mikre, 2011). This suggests the developing demand and progressively more essential region that Information
and Communication Technology (ICT) has gotten hold of in education (Mikre, 2011).

Since ICT grants larger possibilities for college students and instructors to modify mastering and educating to
personal requirements; society is forcing colleges to supply fantastic responses to this technical innovation.
Hence, schools in the Western world invested significantly in ICT infrastructures within the past 20 years, and
college students use computer systems more frequently and for a wide range of functions (Volman, 2005). In
Nigeria, it seems that most college students and colleges lack amenities such as ICT facilities, these will have
an effect on our media units such as projectors, and possibly may additionally enhance the teaching-learning
system of the subjects in secondary schools including Biology.

Several research reveals that college students who make use of ICT amenities frequently exhibit greater
knowledge of positive factors than those who do now not use ICT technological tools (Flower et al, 2003). This
indicates how ICT has positively transformed all fields of humanity such as Education, Aviation, Agriculture,
and Manufacturing, among others. Hence, ICTs have become increasingly important for teaching Biology. This
is due to several factors, including the following:

1. ICTs allow students to access powerful tools used in biology teaching. These include spectrometers,
genetic databases, microscopes, DNA sequencing tools, and more.
2. Students can use ICTs to carry out simulations or virtual experiments on topics such as evolution, cell
structure, and metabolism that would often be too expensive or dangerous to perform in class without
specialized equipment or hazardous substances present.

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International Journal of Academic Studies in Science and Education

3. Teachers can bring content into their classrooms more engagingly with videos and images displayed
on interactive whiteboards through online sources like YouTube which may not always otherwise be
available to them at school premises.
4. The technology also allows teachers to easily share resources from remote places making cross-
country activities possible even if there’s limited physical conduction among participants.
Therefore, this study investigates the impacts of ICT as an instructional tool in learning and teaching biology,
and its gender dimension in senior secondary school in Ado-Odo Ota local government area of Ogun State,
Nigeria.

Literature Review
ICT and Educational Transformation in the 21st Century

The modern society is known as the knowledge age because of its increased demand for knowledge, however,
demand is relatively slow, especially in Africa. The development of human capital requires a good education
system. Thus, nations utilizing ICT could move beyond developmental milestones on economic improvement
and participation, strengthening networks, and performing public services more effectively and efficiently
(Nidup, 2020). ICT has been an important driver for education in many nations (Nidup, 2020). Notably, modern
information technology can contribute to economic development; all countries are interested in its expansion
and exploration.

Modern society demands that graduate students have a sound understanding of modern electronic devices, and
accept computer-based technology, and other types of media that will provide a competitive advantage to them
in the global labor market (Mwanda et al., 2017). So far, information technology has shown the potential to
enhance education (Nidup, 2020). To harness this potential of information and communication technology, the
education system must awaken the need of students to have the necessary skills (Nidup, 2020). Thus, the United
Nations Educational, Scientific, and Cultural Organization (UNESCO) proposes to give quality education for
young ones to improve both the teaching pedagogy and content of education and training materials, and support
innovation and information-sharing through ICT (UNESCO, 2005).

ICT bridges a lacuna in the education system; by improving the quality of education, increasing the
opportunities within education, creating information, and connecting populations in remote areas through better
accessibility to resources and people (Nidup, 2020). ICT has been more affordable over the years because of
the development of innovations and new devices. ICT builds up the role of making it more important to adapt
educational consequences to the modern labor market, revolutionize the content and presentation of education,
and promote information literacy (UNESCO, 2008). Kent and Facer (2004) established that the schooling

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environment is a decisive setting in which students attend on a large scale of technology-centered activities,
while home serves as a supplementary place for routine engagements in a smaller dimension of computer-
related activities. Progressively, information technology is used successfully in instruction, learning, and
evaluation of students (Fu, 2013).

ICT has been established as a powerful tool for improved education and reformation. Several research
established that the precise use of ICT can enhance the quality of education and learning related to actual-life
circumstances (Lowther et al., 2008; Weert and Tatnall 2005). Weert and Tatnall's studies indicated that
learning, unlike traditionally known approaches, is a continuous lifelong activity in which participants vary
their anticipations by seeking information. Over time, they would have to anticipate and be willing to search
out new sources of information. The ability to use ICT will be an inevitable requirement for these learners as
the advancement in society demands (Mintah, 2015).

Reid (2002), has buttressed that ICT provides students with more time to detect beyond the mechanics of course
content, resulting in a better understanding of concepts in the field of study. Utilization of information
technology also alters the teaching and learning relationships. Results from Reid’s investigation reveal that
teachers were notified that the correlation between teacher and student was sometimes more evident about
information technology; this correlation increases students' courage when they can assist teachers with
technical problems in the classroom (Manhibi, 2019). For this reason, ICT varies from the conventional
teacher-centered approach and is essential for teachers to be more creative in personalizing and adapting their
materials in the educational process (Manhibi, 2019).

ICT assists learners with their learning by enhancing their connections in communication between them and
their instructors (Valasidou et al., 2005). Leuven et al. (2004) added that there are zero facts in the connection
between the increase in the use of ICT in education and students’ performance. He established consistency in
a negative direction and a marginally important correlation between ICT use and some measures of student
success. In confirmation of these, some students might use ICT to enhance their free time and spend less time
studying; online games and improved communication channels do not necessarily mean raised success
(Amankwah, 2015). In contrast, Abdulla et al. (2008) noted that ICT can change the pedagogical process; when,
how, and when learning occurs, and the positions of students and teachers in the learning process. Karim and
Hassan (2007) revealed significant improvement in digital information varies on how students comprehend,
and how printed materials make studying easier. Relying on the rising usage of ICT in education, there has
been a demand to solve the myth about using ICT as an intervention in the educational process and its gains on
students' academic performance (Mbah, 2010).

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International Journal of Academic Studies in Science and Education

Essence of ICT in Biology Education

ICT has transformed various aspects of education, including the learning and teaching processes. It has
revolutionized the way biology students in senior secondary schools in Ogun State are taught and has had a
significant impact on their learning outcomes (Aririguzoh et al., 2021). ICT has provided students with various
resources, such as interactive digital textbooks, online databases, virtual laboratories, and educational websites.
These resources enhance the students' understanding of biological concepts, improve their critical thinking and
problem-solving abilities, and increase their engagement and motivation.

Furthermore, ICT has facilitated effective communication and collaboration among biology students and their
teachers. The introduction of ICT in biology education has also made learning more interactive and hands-on.
Through simulations, virtual dissections, and multimedia presentations, students can visualize complex
biological processes and gain a deeper understanding of the subject matter. Additionally, ICT has enabled
biology teachers to adopt innovative teaching methods and strategies. They can incorporate multimedia
presentations, online quizzes and assessments, and real-time data analysis into their lessons. As a result,
students can actively participate in their learning and develop critical thinking skills. Overall, the incorporation
of ICT in biology education has proven to be beneficial for senior secondary school students in Ogun State. By
incorporating ICT into biology education, students can access a vast amount of information and resources that
go beyond the limitations of traditional textbooks (Stavreva et al., 2016).

ICT in Biology Education: Gender Dimension

Gender differences in the academic attainment of students are a topic of significant interest and debate among
researchers. With the advent of ICT, innovative instructional delivery methods have emerged, potentially
impacting how male and female students respond to Biology learning solutions. Several studies have explored
the effectiveness of ICT use in education, suggesting that individuals exposed to this instructional delivery
method tend to perform better in terms of academic scores compared to those relying on traditional classroom
lectures (Allegra, 2013; Saxena et al., 2015). It is essential to note that differences may exist between male and
female students in their utilization of ICT and subsequent academic performance in Biology. Some studies
have indicated that male students outperform their female counterparts in biology (Daniel et al., 2016). This
gender imbalance in technology use and its potential implications for the future roles of men and women is a
concern highlighted by these researchers. It raises important questions for educational practitioners,
policymakers, and parents.

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 Ogunlowo et al.

To further understand the relationship between gender and learning outcomes in biology, additional research is
necessary. Investigating whether gender influences the effectiveness of ICT use in educational settings will
contribute valuable insights for designing inclusive and effective learning circumstances.

Methodology
Research Design and Analysis

A quantitative experimental design was utilized for the present study, through a well-structured questionnaire
for collecting information from a sample of students and Biology Teachers as seen in Table 3.1. Data were
identified coherently, individually, and in connection with the whole. The data was then labeled by assigning
numbers and other symbols for responses to be placed into limited categories. This is significant since the data
are mostly descriptive and require translation from qualitative to quantitative form (Ong’amo et al., 2015).
After the labeled data had been classified, the large volume decreased and placed in homogeneous groups to
obtain a significant correlation (Ong’amo et al., 2015). Then, data were analyzed by descriptive statistics;
percentage, and frequency with SPSS using descriptive statistics as indicated in Table 3.1 and Table 3.2.

Instrument

The researcher visited the research locations to administer copies of the questionnaire to the respondents. This
was done under close monitoring to ensure that the respondent filled out the questionnaire appropriately. The
instruments were administered and collected back from the respondents immediately upon completion. The
respondent's personal information was kept confidential, while research ethics and legal issues in research were
observed strictly.

Table 1. Percentage Analysis on Teachers usage of ICT in Teaching

Teachers Percentage Students Percentage

Gender
(n) (%) (n) (%)
Male 15 6.25% 65 27.1%
Female 45 18.75% 115 47.9%
Total 60 25% 180 75%
Source: Field Survey 2023

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International Journal of Academic Studies in Science and Education

Table 2. Percentage Analysis on Teachers usage of ICT in Teaching

Item Daily Weekly All the time Not Applied

For administration 15 33 05 07
To prepare Handouts Nil 10 45 05
For online learning 14 30 04 12
For Power point
Nil 33 22 05
Presentation
For teaching Students 07 12 35 06
118
Total 36 (12%) 111 (37%) 35 (11.7%)
(39.3%)
Source: Field Survey, 2023

Ethical Approval

To provide face and content validity of the tool, approval was obtained from the National Teachers Institute,
Kaduna, Nigeria. Their suggestions and corrections were considered in modifying the instrument. Also,
clearance was obtained from the school Principals across the selected schools, and before the commencement
of data collection, verbal informed consent was obtained from each participant. Data privacy was ensured by
not including the names of the participants. Anonymity and confidentiality were ensured; all records and
relevant materials were stored in a locked cabinet and accessed only by authorized personnel, and the
respondents were assured that they were free to opt out of the study at any point whenever they wanted.
Moreover, the tool reliability was ascertained through the trial testing on 30 teachers apart from those used for
the main study.

Results and Discussion

Through the assessment of the impacts of ICT on teaching biology in senior secondary schools in Ado-Odo
Ota local government area of Ogun State, several key findings were identified. First, integrating ICT into
biology teaching has had a significant positive effect on students' learning outcomes (Van Roy, 2012). These
findings are consistent with other studies where Students' accessibility to ICT resources were reported to
improve understanding of biological concepts, increased engagement, and enhanced critical thinking and
problem-solving skills (Van Roy, 2012; Webb, 2005). Second, the use of ICT tools in biology education has
made learning more interactive and hands-on (Webb, 2005; Reid, 2002), because this study revealed 39% of
Teachers in the study area adopted ICT tools in their teaching process on a weekly basis. Students visualize
complex biological processes through simulations, virtual dissections, and multimedia presentations. Similarly,
online resources interactive quizzes allowed for self-paced learning and immediate feedback (Palaigeorgiou et.
al., 2019).

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Third, integrating ICT in biology teaching has provided students access to a large scale of current and relevant
knowledge (Van Rooy, 2012). Students were able to access current research articles, watch educational videos,
and access online databases and resources.

Furthermore, this study is in line with the study of Van Roy (2012), on the assessment of the impacts of ICT
which revealed teachers also benefited from using ICT in biology teaching. ICT helps to increase efficiency in
lesson planning and delivery, improved student engagement and participation. Teachers were able to access
online educational resources and incorporate multimedia elements into their lessons, making the learning
experience more dynamic and engaging for students.

Conclusion and Recommendations

Conclusively, ICT tools in Biology classes can make students more interested in learning Biology via the
exposure it gives to concepts and explanations not commonly seen in classrooms. Biology concepts could be
incorporated into ICT tools to make learning Biology worthwhile, seamless, and entertaining. From the results
of the current study, the following suggestions are made:
1) Biology concepts should be incorporated into ICT tools to make learning biology worthwhile and
seamless.
2) Female children should be encouraged or mentored closely to increase their interest in using ICT-
related gadgets in learning biology to meet up with the global standard.
3) Integration of computerized Biology practical should not replace but rather be incorporated as a
complement to traditional method of teaching practical Biology.
4) Government should organize solid training for Biology Teachers, to make them fit to impact their
students.
5) Adequate computer Technological tools should be provided for learning in all schools.

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Authors Information
Simeon Ogunlowo Gokben Ozbey
https://orcid.org/0009-0002-2657-6801 https://orcid.org/0000-0002-8983-1286
Laurentian University, Ontario Firat University, Elazığ
Canada Turkiye

Dorcas Titilope Ogunlowo

National Teacher's Institute,
Kaduna in Affiliation with University of Ilorin,
Nigeria

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