Impact of the use of Technological Devices on High School Students achievement in Biology in Starehe Sub-County, Nairobi County, Kenya

Abstract

Science subjects, especially biology have suffered a declining performance compared to non-science subjects at the KCSE. Such performance has been linked to learners’ perception that biology is uninteresting and difficult due to the abstract nature of its content. Research indicates that where there are sufficient technology resources, use of technology in biology instruction or teaching can simplify the abstract content and creates interest among students thereby enhancing performance in the subject. This project explored the effect of technology in high school learners’ performance in biology in Kenya, a case study of high schools in Starehe Sub-county. The broad objectives of the research were to find out the availability of adequate educational technology resources in high schools in Kenya, the extent to which ICT tools are employed in teaching, particularly biology and how they affect students’ performance in biology. The study involved seven schools, seven principals, and 10 biology teachers. A descriptive survey study design was employed. Random sampling technique was deployed to identify the seven schools while biology teachers and principals were chosen using a purposive sampling technique. Questionnaires and semi-structured interviews were utilized in data collection that was analyzed using content descriptive and qualitative approaches. The findings showed that the use of technology in teaching and also learning biology in high school can improve performance in the subject but its integration is still low. Therefore, the study recommends the provision of adequate technology resources in teaching to improve students’ interests and performance in biology.