| dc.description.abstract | The study examined the influence of Information Communication Technology (ICT) on
Students’ Classroom Participation in Learning biology in Government-Aided Secondary
Schools in Kimaanya–Kabonera division, Masaka City. The study was guided by the following
specific objectives: To assess the influence of the internet usage on students’ classroom
participation in learning biology in government aided secondary schools in Kimaanya–
Kabonera division. To analyze the influence of computer usage on students’ classroom
participation in learning biology in government aided secondary schools in Kimaanya–
Kabonera Division. To establish the influence of tablets usage on students’ participation in
learning Biology in government aided secondary schools in Kimaanya–Kabonera division. To
evaluate the influence of smartphones usage on students’ participation in learning biology in
government aided secondary schools in Kimaanya–Kabonera division. Constructivist Theory,
which was advanced by Jean Piaget (1896–1980), informed this study. During the study, the
researcher used a descriptive survey design. The study was conducted in three (3) government
aided secondary schools. The samples included 322 S3 and S4 students and 16 teachers of
biology. The researcher used questionnaire forms and interview guides to collect the data. The
findings are: 91.3% of the teacher-respondents agree that internet use enhances students’
classroom participation in biology lessons (M=4.34; SD=0.66). Secondly, 98% (M=3.24;
SD=1.76) of the teachers agree that computer use promotes students’ classroom participation in
biology lessons in the surveyed schools. However, 25% of the students disagree because they
believe that schools do not have enough computers for students and students do not use the
available computers for typing their notes and other assigned activities. Thirdly, 62.6%
(M=2.80; SD=2.20) of teachers agree that students use tablets to increase their participation in
biology learning lessons. This shows a low agreement among teachers. The interview result also
indicates that students concur with teachers on this finding. The reasons both teachers and
students attribute to this are: lack of access or affordability and school policy. Lastly, 100% of
teachers and students agree that smartphones ease the teaching – learning process by enabling
students to research biology content on their own; smartphones motivate learners (37.5%); and
smartphones help students to understand contents taught in biology (18.75%). It is concluded
that the use of ICT tools can help teachers of biology to enhance their teaching and students’
learning in biology lessons, but both teachers and learners have to access and know how to use
these ICT tools to realize their pedagogical potential in teaching and learning biology. The
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Ministry of ICT and Ministry of Education and Sports should provide wireless and free internet
services to all government-aided secondary schools to harness the pedagogical potential of ICT
tools to enhance students’ classroom participation in biology lessons. The Ministry of Education
and Sports should train all secondary school teachers in ICT to increase the use of ICT
resources, thereby, increasing students’ classroom participation in biology lessons. The
Ministry of Education and Sports should procure and supply secondary schools with functional
computers, internet, tablets and smartphones to increase students’ participation biology lessons | en_US |
