STUDENT’S PERCEPTION ON THE USE OF PROJECTED INSTRUCTIONAL MEDIA IN MOLECULAR BIOLOGY: A CASE STUDY OF BIOLOGY EDUCATION STUDENTS IN THE UNIVERSITY OF BENIN

This study investigates the perception on the use of projected instructional media on the academic achievement of Biology Education students in Molecular Biology at the University of Benin. It begins by establishing the background and rationale for the study, emphasizing the need for innovative instructional strategies to address students’ difficulties in understanding complex biological concepts. The problem of low engagement and comprehension in traditional teaching settings prompted an exploration into the effectiveness of projected instructional media. Four research questions were raised to guide the study. The literature review explored relevant theories on teaching and learning, such as cognitive load theory and constructivist learning theory. The constructivist perspective emphasizes that learners actively build their own understanding based on experiences and prior knowledge. In this context, projected instructional media, such as slide presentations, animations, and video demonstrations serve as tools that help students visualize and relate new information to what they already know. These media enhance interaction, promote deeper cognitive engagement, and support the construction of knowledge through exploration and discovery. The study employed a descriptive survey design and used a sample of 120 Biology Education students selected through stratified random sampling. Data were collected using a structured questionnaire that assessed students’ perceptions of projected instructional media, their level of engagement, and its effect on their comprehension and academic performance in Molecular Biology. The findings revealed a significant positive relationship between the use of projected instructional media and academic achievement. Common tools identified included PowerPoint presentations, videos, animations, virtual simulations, and digital microscopy. A large percentage of students reported improved understanding, motivation, and participation. Specifically, 82% indicated better academic performance, while 76% expressed increased interest in multimedia-based lessons. Students generally perceived these tools as effective for simplifying complex biological concepts and enhancing engagement. Further analysis showed that students who regularly engaged with these media performed better academically than those relying solely on traditional methods. However, several factors influenced their effectiveness, such as the lecturer’s teaching style, the quality and clarity of instructional
materials, students’ interest levels, and access to technological resources. Despite the benefits, challenges were also noted, including limited availability of projectors and computers, poor internet connectivity, occasional equipment malfunctions, lack of lecturer training in digital pedagogy, and the overwhelming nature of some visual content. A few students also preferred traditional instructional approaches. Overall, the study concludes that while projected instructional media significantly enhance academic achievement in Molecular Biology, addressing the identified challenges is essential to maximize their effectiveness. ix Based on the findings of this study, it was recommended among others that to improve learning outcomes in Molecular Biology, universities should integrate diverse projected instructional media, such as PowerPoint presentations, videos, animations, virtual simulations, and digital microscopy have been shown to improve conceptual understanding, foster student engagement, and simplify complex biological processes. The effective use of these technologies not only caters to various learning styles but also promotes interactive and student centered learning environments, thereby contributing significantly to improved learning outcomes in Molecular Biology.