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DC Field | Value | Language |
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dc.contributor.author | Ali, F | - |
dc.contributor.author | Ibrahim, I. K. | - |
dc.contributor.author | Falode, O. C. | - |
dc.contributor.author | Daudu, O. A. Y. | - |
dc.date.accessioned | 2024-05-21T07:21:58Z | - |
dc.date.available | 2024-05-21T07:21:58Z | - |
dc.date.issued | 2024 | - |
dc.identifier.citation | Ali, F.; Kuta, I. I.; Falode, O. C. & Daudu, O. A. Y. (2024). Effect of Technology-Mediated Dynamic and Static Visuals on Pre-Service Biology Teachers’ Retention in Colleges of Education in North Central, Nigeria. Kashere Journal of Science and Education 2024, 2(1): 54-65 | en_US |
dc.identifier.uri | http://repository.futminna.edu.ng:8080/jspui/handle/123456789/28633 | - |
dc.description.abstract | This study investigated the effects of technology-mediated dynamic and static visuals on pre-service biology teachers’ retention in Colleges of Education in North Central, Nigeria. The study adopted a pre-test post-test quasi experimental research design. Two research questions and two null hypotheses guided the study. The sample of the study consists of 354 NCE two biology students randomly selected from four colleges of education in North Central Nigeria. Two of the four colleges of education were assigned into Experimental Group I (students were taught using Technology-mediated Dynamic Visuals); and the remaining two were assigned Experimental Group II (students were taught using Technology-mediated Static Visuals). Forty Multiple Choice Questions named Biology Retention Test was used for data collection at pretest and posttest after being validated by experts and subjected to reliability check. The reliability coefficient 0.78 was obtained which shows that the instrument is reliable for the study. In the process of data collection, pre-service teaches were taught for two hours every week for the period of six weeks. After the administration of pretest and posttest, there was an interval of two weeks before the administration of retention test (DSVGRT). The data was analyzed using mean and standard deviations in answering research questions while Analysis of Covariance (ANCOVA) was used to test the hypothesis at 0.05 level of significance. Findings revealed that there is a statistically significance difference F (2,352) = 17.696, P-value = 0.000 at P < 0.05, in the mean retention scores of pre-service Biology teachers taught Genetics using technology-mediated dynamic and static visuals. Partial eta squared; (𝜂𝑝2= .04), revealed a moderate effect size with approximately 4% of the variance in the outcome attributed to the independent variable. Similarly, there is a statistically significance difference F (4,349) = 9.625, P-value = 0.000 at P < 0.05, (𝜂𝑝2= .07) in the mean retention scores of male and female pre-service Biology teachers’ taught Genetics using technology-mediated dynamic and static visuals. Partial eta squared revealed the presence of a medium effect size, suggesting that the observed differences have a moderate practical significance of approximately 7% of the variability in the outcomes attributed to the variables being studied. Based on these findings, it was recommended among others that instructors should consider a blended approach that combines dynamic and static visuals thoughtfully, optimizing their respective strengths to cater to diverse learning styles and preferences in Colleges of Education in North Central, Nigeria. | en_US |
dc.publisher | Kashere Journal of Science and Education 2024, 2(1): 54-65 | en_US |
dc.subject | Visualizations | en_US |
dc.subject | dynamic | en_US |
dc.subject | static | en_US |
dc.subject | retention | en_US |
dc.subject | gender | en_US |
dc.title | Effect of Technology-Mediated Dynamic and Static Visuals on Pre-Service Biology Teachers’ Retention in Colleges of Education in North Central, Nigeria | en_US |
Appears in Collections: | Educational Technology |
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