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Abstract
This study investigated the effect of the Seek by iNaturalist application on students’ interest and achievement in Ecology among senior secondary school students in Ovia North East Local Government Area. The research was motivated by the need to improve students’ engagement and academic performance in Ecology, a topic often considered abstract and difficult to relate to real-life environmental issues. The study was anchored on Constructivist Learning Theory and adopted a quasi-experimental research design.
A sample of 68 SS I students drawn from two intact classes in co-educational schools participated in the study. The experimental group was taught using the Seek App, while the control group received instruction through the conventional lecture method. Data were collected using the Ecology Achievement Test (EAT) and Ecology Interest Inventory (EII), with reliability coefficients established through Cronbach’s Alpha values of 0.74 and 0.81 respectively. Data analysis was conducted using descriptive and inferential statistics, including mean, standard deviation, independent t-test, and Analysis of Covariance at a 0.05 level of significance.
The findings revealed no significant difference in the pretest mean scores of the experimental and control groups, indicating similar entry behavior before treatment. Posttest results showed that students exposed to the Seek App recorded higher mean achievement scores than those taught using the conventional method, although the difference was not statistically significant. However, a significant improvement in students’ interest in Ecology was observed among those taught with the Seek App. The study also found no significant difference between male and female students in both achievement and interest, and no interaction effect between gender and instructional method.
The study concluded that mobile-assisted learning through the Seek App enhances students’ interest and supports learning in Ecology regardless of gender. It recommends the integration of mobile learning tools into the Biology curriculum, provision of adequate technological infrastructure in schools, and continuous teacher training on the effective use of educational technologies.
A sample of 68 SS I students drawn from two intact classes in co-educational schools participated in the study. The experimental group was taught using the Seek App, while the control group received instruction through the conventional lecture method. Data were collected using the Ecology Achievement Test (EAT) and Ecology Interest Inventory (EII), with reliability coefficients established through Cronbach’s Alpha values of 0.74 and 0.81 respectively. Data analysis was conducted using descriptive and inferential statistics, including mean, standard deviation, independent t-test, and Analysis of Covariance at a 0.05 level of significance.
The findings revealed no significant difference in the pretest mean scores of the experimental and control groups, indicating similar entry behavior before treatment. Posttest results showed that students exposed to the Seek App recorded higher mean achievement scores than those taught using the conventional method, although the difference was not statistically significant. However, a significant improvement in students’ interest in Ecology was observed among those taught with the Seek App. The study also found no significant difference between male and female students in both achievement and interest, and no interaction effect between gender and instructional method.
The study concluded that mobile-assisted learning through the Seek App enhances students’ interest and supports learning in Ecology regardless of gender. It recommends the integration of mobile learning tools into the Biology curriculum, provision of adequate technological infrastructure in schools, and continuous teacher training on the effective use of educational technologies.
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