Effect of E-Learning Integration in the Teaching of Practicals on Performance in Biology in Likuyani Sub-County, Kenya

Abstract

This study aims to investigate the effects of integrating e-learning into the teaching of practical Biology lessons on performance in secondary schools in Likuyani Sub-County, Kakamega County, Kenya. The research employed a Solomon's four-group research design to control for pre-existing differences between groups, targeting 1800 Form Three students and 54 biology teachers from 22 secondary schools. Data was collected using interview schedules, questionnaires, and Biology Achievement Tests 1 and 2, and analyzed using SPSS software. The study's findings have implications for stakeholders such as the Kenya National Examinations Council, Biology teachers, the Kenya Institute of Curriculum Development, and the Ministry of Education, aiming to improve teaching practices and learning outcomes in Biology. Demographic characteristics of the respondents show a majority in the age bracket of 16 to 40 years, with 50.2% being male. The majority of teachers were below 35 years old, with most having above 10 years of teaching experience. An assessment of the availability and extent of use of e-learning resources revealed higher availability in Extra County, County, and Private schools compared to Sub county schools. Performance was evaluated using pre-test and post-test scores for both control and experimental groups. Analysis of Variance (ANOVA) indicated a significant difference in performance between the school categories (F (3, 326) = 7.92, p < 0.001), with a post-hoc Tukey test showing significant differences between Extra county and County schools (p = 0.0240) and between County and Sub county schools (p = 0.0060). There was no significant difference between Extra county and Private schools (p = 0.731). Furthermore, a t- test analysis of pre-test and post-test scores showed a significant difference in performance between students taught through traditional lecture methods and those taught using e-learning methods (t = -50.2, df = 326, p < 0.001). Schools using e-learning showed higher post-test scores compared to those using traditional methods. The study concludes that integrating e-learning in teaching Biology practical lessons has a positive impact on performance in secondary schools. Schools with better e-learning resources and practices showed higher post-test scores. Recommendations have been made to enhance e-learning resource availability, improve laboratory conditions, and foster collaboration among schools. Further research is suggested to explore the impact of gender on Biology performance