Comparism of the Effect of Using an E-Learning System and Conventional Methods of Instruction on Biology Students.

Abstract

This study compared the effect of e-learning system and conventional methods of instruction on Biology students. This was an experimental study in form of posttest. Eighty students participated in the study. Cluster sampling technique was used and participants were grouped into experimental, and control groups. A software package on "photosynthesis" and "cell', was developed and used on the experimental group while the control group was taught conventionally for the first topic. The groups were interchanged for the second topic. Data generated from posttest were analyzed. When Group A was designated as experimental group (first topic), they had a mean score and standard deviation of 60% and 12.8 respectively. But when they became control group (second topic) their mean score and standard deviation were 54% and 11.6 respectively. In the same vein, Group B had a mean score and standard deviation of 54% and 11.6 in the first topic (when they were control), and mean score and standard deviation of 59% and 15.0 respectively in the second topic when they were designated as experimental group. Results indicated that the observed cognitive academic performance of the students was significantly dependent on the method of instruction at 0.05% level of significance. It also showed that e-learning instructional method had an edge in promoting students’ academic performance over the conventional method.