Gender-related differences in using computer assisted teaching strategy on student motivation in biology based in public secondary schools in Baringo county, Kenya

Abstract

This study sought to determine how gender inequalities in using computer-assisted pedagogics in Baringo County influenced biology students' motivation. Solomon's four-quasi-experimental design was used. Purposive sampling was used to choose eight extra-county secondary faculties in Baringo to integrate laptop power-assisted Teaching into classroom teaching and learning. The investigator used stratified sampling to select the study's sample schools. A stratified sample of 324 biology students was drawn from different County secondary schools. Easy random sampling was accustomed to deciding the experimental and management groups. The experimental groups offered computer-assisted instruction, while traditional instruction was given to the control groups. Two research tools were used the Biology Achievement Test and the Biology Motivation Questionnaire. The data were examined descriptively with frequencies and percentages and inferentially with Analysis of Variance and the t-test. According to the study's findings, the strategy has a beneficial impact on biology student motivation. The data show that students were exposed to CATS, and there was statistical significance in student motivation. CATS has been found to boost biology student motivation. The study findings will assist curriculum makers at the Kenya Institute of Curriculum Development in developing guidelines and standards for integrating, developing, and using CATS in school curricula to promote learning. Student accomplishment and motivation, as a result, biology teachers should include computer-assisted education in their lectures to boost academic activity and overall biology enthusiasm.