Perceptions and Challenges of Web-Based Instruction in Biology Education: Evidence from Nigeria Certificate in Education Students in a Nigerian College of Education

Saadiya Ibrahim, Maimuna Surajo, Fauziyya Adamu Aliyu

Abstract


This study investigates the perceptions and challenges associated with web-based instruction in Biology education among Nigeria Certificate in Education (NCE) students at the Federal University of Education, Zaria. Specifically, it focuses on NCE III students from the Biology Department, with a total population of 1,568 (867 females and 701 males). Using Krejcie and Morgan’s (1970) sample size determination table, a sample of 306 students was selected. A researcher-developed questionnaire, validated through a pilot study yielding a reliability coefficient of 0.78, was used to gather data. Responses were rated on a four-point Likert scale ranging from Strongly Agree (4) to Strongly Disagree (1). Data were analyzed using SPSS version 27, with a mean score of 2.50 set as the benchmark for agreement. The study was guided by four objectives, four research questions, and four hypotheses. Key findings include statistically significant relationships between; Students’ awareness of AI-integrated educational tools and their perceptions of these tools in biology instruction, Perceived benefits of AI tools and their application in biology teaching, Current usage of AI tools and the availability of biology instructional materials and Suggested methods to enhance AI adoption and its influence on biology education. The recommendations include organizing professional development programs for teachers on the effective use of AI-based web instruction and establishing a national AI integration framework aligned with science curriculum standards.


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References


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