Assessment of Pre-Service Biology Teachers’ Achievement Using Technology-Mediated Dynamic and Static Visuals in Colleges of Education in North Central, Nigeria

Abstract

The study assesses pre-service Biology teachers’ learning outcomes using technology-mediated dynamic and static visuals in Colleges of Education in North Central, Nigeria. A pre test post test quasi experimental research design was adopted in which two research questions and two null hypotheses guided the study. The sample consists of 354 (154 males and 200 females) pre-service Biology teachers undertook as intact class of NCE II students of the four (4) selected Colleges of Education using simple random sampling technique. Two schools were assigned into experimental group I and two schools assigned as experimental group II. A total of 40 multiple choice objective questions were used for data collection at pre test and post test. The instruments were validated by experts and subjected to pilot testing. The reliability coefficient of .78 was obtained which shows that the instrument is reliable for the study. The data was analysed using mean and standard deviations for the research questions and Analysis of Covariance (ANCOVA), Sidak Post-hoc analysis, and partial eta squared were used for testing the null hypotheses at 0.05 level of significance. Findings revealed that there was a significant difference F (2,352) = 11.412, P-value = 0.001 at P < 0.05, in the achievement scores taught Genetics using technology-mediated dynamic and static visuals with students exposed to technology-mediated dynamic visuals achieved higher than those taught with technology-mediated static visuals. The calculated effect size for achievement scores determined through partial eta squared was (𝜂𝑝2= .03), which signified a "medium" effect at approximately 3% of the variability in the observed outcomes attributed to the independent variable. It was recommended among others that educators and instructional designers should prioritize the integration of technology-mediated dynamic visuals in Genetics instruction. The observed higher achievement scores associated with dynamic visuals indicate their effectiveness in conveying complex genetic concepts.