Effect of Two Modes of Technology-Aided Instruction and Intervention on Basic Science Students’ Cognitive Engagement in Anambra State: Implication for Biology Educators

Abstract

This study examined the impact of two modes of Technology-Aided Instruction and Intervention (TAII) on students' cognitive engagement in Basic Science. A quasi-experimental design, specifically the non-equivalent groups design, was utilized. The research was conducted in Awka Education Zone of Anambra state, Nigeria, with a population of 6,198 Junior Secondary School II Basic Science students (3,065 males and 3,133 females) from 62 public secondary schools. A sample size of 178 JSS II Basic Science students was used for the study. Data were collected using the Cognitive Engagement Questionnaire (CEQ). This instrument was face-validated by experts from the Departments of Science Education and Educational Psychology, and its internal consistency was confirmed with Cronbach's Alpha (α = 0.78). Data collected were analysed using Analysis of Covariance (ANCOVA). The findings indicated that students exposed to the digital video instructional strategy had significant higher cognitive engagement than those exposed to animations. Additionally, there was no significant influence of gender on students’ cognitive engagement in Basic Science. Based on the findings of the study, it was recommended that Basic Science teachers should adopt digital video instructional strategy into their teaching to improve students' cognitive engagement. Furthermore, training sessions and workshops should be organized to help teachers effectively integrate digital video instructional strategy into teaching and learning of Basic Science.