Abstract

This study examines the effect of a computer-assisted teaching strategy on students’ academic achievement and motivation in biology in public secondary schools in Buea, Cameroon. In today’s rapidly evolving educational landscape, the use of technology is becoming an essential tool to improve teaching methods and enhance student learning outcomes. In particular, integrating computer-assisted teaching strategies has gained prominence in boosting students’ engagement and understanding of complex subjects such as biology.

The study explores how computer-assisted instruction impacts students’ academic performance and motivation. The research adopts a quasi-experimental design, involving 200 students from five public secondary schools in Buea. These students were divided into two groups: an experimental group that received computer-assisted instruction and a control group that was taught using traditional methods. Pre-tests and post-tests were administered to both groups to assess their academic performance in biology. Additionally, student motivation was measured using a structured questionnaire that gauged their interest in learning biology and their perceived engagement in lessons.

The findings reveal that students in the experimental group, who were exposed to computer-assisted teaching strategies, performed significantly better in the post-test than those in the control group. The use of computers as a teaching tool allowed students to visualize biological processes and concepts more clearly, making complex topics easier to grasp. Students also reported higher motivation levels in the experimental group, citing increased interest and participation in the learning process.

Furthermore, the study highlights that computer-assisted teaching strategies can address various learning styles, catering to both visual and auditory learners. By incorporating multimedia presentations, interactive simulations, and quizzes, students were more actively involved in their learning, which enhanced their retention of biological concepts. The traditional teaching method, in contrast, was less engaging and failed to motivate students to the same degree.

The research concludes that computer-assisted teaching strategies can have a significant positive impact on both the academic achievement and motivation of students in biology. The study recommends that public secondary schools in Buea, and by extension in Cameroon, invest in technological infrastructure to support the use of computer-assisted instruction. Teachers should also receive adequate training to effectively integrate technology into their teaching practices. This approach not only improves students’ academic outcomes but also equips them with the necessary skills to thrive in an increasingly digital world.

Keywords: computer-assisted teaching, academic achievement, student motivation, biology education, public secondary schools, Buea, educational technology, student engagement, Cameroon.