Relative effectiveness of Google classroom and WhatsApp in enhancing biology interest among Nigerian university students
DOI:
https://doi.org/10.30862/inornatus.v5i1.731Keywords:
Academic interest, instructions and biology, Google classroom, WhatsAppAbstract
This study compares the effectiveness of Google Classroom and WhatsApp in enhancing biology interest among university students in southeast Nigeria. A quasi-experimental, specific, non-randomized pre-test and post-test compare group design was used. The population comprised 252-year undergraduate biology education students from the five Federal Universities in South-East Nigeria, out of which 118 (70 male and 182 female) students were purposively sampled from two universities. The instrument used for data collection was the Biology Interest Inventory (BII). Mean and standard deviation were used to address the research questions, whereas ANCOVA was utilized to evaluate the hypothesis. Results showed that students instructed using Google Classroom instruction had higher mean interest scores than their counterparts taught using WhatsApp instruction. Although female students were found to have slightly higher interest than males on the test of significance, gender was found not to have a significant influence on students' mean interest scores. Implying that both instructions enhance students' interest irrespective of gender. Similarly, no interaction effect of instructional strategies and gender on students' interest in basic biology was found. It was recommended that training programs should be implemented to ensure both students and instructors are proficient in using these platforms to their full potential.
References
Agustian, N., & Salsabila, U. H. (2021). Peran teknologi pendidikan dalam pembelajaran. Islamika, 3(1), 123-133. https://doi.org/10.36088/islamika.v3i1.1047
Ala, A. N., Onojah, A. O., Isyaku, A. M., & Adamu, hu’Aibu B. (2023). Effects of Computer-Animation among NCE Students’ of Different Ability Levels in Biology Concepts in Bauchi State, Nigeria. International Journal of Education, Teaching, and Social Sciences, 3(2), 160 - 172. https://doi.org/10.47747/ijets.v3i2.892
Albashtawi, A. H., and Al Bataineh, K. B, The Effectiveness of Google Classroom Among EFL Students in Jordan: An Innovative Teaching and Learning Online Platform, International Journal of Emerging Technologies in Learning (IJET), 15(11), 78-85. https://www.learntechlib.org/p/217100/
Amerstorfer, C. M. (2020). Problem-based learning for preservice teachers of English as a foreign language. Colloquium: New Philologies. 5(1), 75–90. https://doi.org/10.23963/cnp.2020.5.1.4
Anjarwati, R., and Sa’adah, L. (2022). The effect of combining google classroom and whatsapp on student engagement in english class. E-Link Journal, 9(2). 152-165. https://doi.org/10.30736/ej.v9i2.666
Azhar, K., & Iqbal, N. (2018). Effectiveness of Google classroom: Teachers’ perceptions. Prizren Social Science Journal, 2(2), 52-66. http://prizrenjournal.com/index.php/PSSJ/article/view/39
Baglama, B., Yucesoy, Y. & Yikmis, A. (2018). Using animation as a means of enhancing learning of individuals with special needs. TEM Journal. 7(3), 670-677. https://dx.doi.org/10.18421/TEM73-26
Baransano, A. Y., Yohanita, A. M., & Damopolii, I. (2017). Penerapan model pembelajaran picture and picture untuk meningkatkan hasil belajar biologi siswa kelas XI IPA SMA YABT Manokwari. In Prosiding Seminar Nasional MIPA II Universitas Papua Tahun (pp. 273-280).
Bates, L. (2017). 5 Real Benefits of Using Animation in Classroom. Fractus Learning. Fractus Learning. https://www.fractuslearning.com/animation-in-the-classroom/
Bond, M., Buntins, K., Bedenlier, S., et al., (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30. https://doi.org/10.1186/s41239-019-0176-8
Damopolii, I., Botutihe, V. T., & Nunaki, J. H. (2019). The contribution of science process skill towards students cognitive achievement through guided inquiry-based learning. Journal of Physics: Conference Series, 1317(1), 012184. https://doi.org/10.1088/1742-6596/1317/1/012184
Durgungoz, A., & Durgungoz, F. C. (2022). “We are much closer here”: exploring the use of WhatsApp as a learning environment in a secondary school mathematics class. Learning Environments Research, 25(2), 423-444. https://doi.org/10.1007/s10984-021-09371-0
Gasaymeh, A. M. (2017). University students use of WhatsApp and their perceptions regarding its possible integration into their education. Glob. J. Comp. Sci. Technol. 17, 1–10. https://computerresearch.org/index.php/computer/article/view/1641/1-University-Students-use-of-Whatsapp_JATS_NLM_xml
Glory, G.-E., & Sopuruchi, I. (2017). Influence of Gender on Interest and Academic Achievement of Students in Integrated Science in Obio Akpor Local Government Area of Rivers State. European Scientific Journal, ESJ, 13(10), 272. https://doi.org/10.19044/esj.2017.v13n10p272
Gupta, A., and Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies, 26(1), 843-857. https://doi.org/10.1007/s10639-020-10294-1
Harjanto, A. S., & Sumarni, S. (April). Teachers’experiences On The Use Of Google Classroom. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 3, pp. 172-178). https://jurnal.unimus.ac.id/index.php/ELLIC/article/view/4704
Hayuana, W., Chotimah, H., Ibrohim, I., Susilo, H., Damopolii, I., Susanti, E., Sasea, L. I., & Syahriridani, M. (2024). OKE STAR: Supporting the success of lesson study in high school. Journal of Research in Instructional, 4(2), 526–536. https://doi.org/10.30862/jri.v4i2.411
Hidayawati, M. S. (2020). Analysis of Online Learning Through Whatsapp Group (Wag) in Business Economics Subject at SMK Negeri 1 Talaga [Undergraduate Thesis, Universitas Pasundan]. UNPAS Campus Respository. http://repository.unpas.ac.id/49504/
Hussaini, I., Ibrahim, S., Wali, B., Libata, I., & Musa, U. (2020). Effectiveness of Google classroom as a digital tool in teaching and learning: Students’ perceptions. International Journal of Research and Innovation in Social Science (IJRISS), 4(4), 51-54. https://rsisinternational.org/journals/ijriss/Digital-Library/volume-4-issue-4/51-54.pdf
Ibenegbu, Q.O., Nzewi, U.M., and Aniaku, O. L. (2021). Stimulating students’ interest in biology using blended teaching approach. Journal of the Nigerian Academy of Education, 14(2), 228-238. https://www.journals.ezenwaohaetorc.org/index.php/JONAED/article/viewFile/1271/1291
Jordan, M. M., & Duckett, N. D. (2018). Universities confront ‘tech disruption’: Perceptions of student engagement online using two learning management systems. The journal of public and professional sociology, 10(1), 4. https://digitalcommons.kennesaw.edu/jpps/vol10/iss1/4/
Kang, J., & Keinonen, T. (2018). The effect of student-centered approaches on students’ interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Research in science education, 48, 865-885. https://doi.org/10.1007/s11165-016-9590-2
Kasim, M., Latjompoh, M., & Aydalina, R. V. (2024). Reading questioning answering (RQA) method in learning the interaction of living things with their environment: The application to improve students’ cognitive learning outcomes. Journal of Research in Instructional, 4(1), 263–272. https://doi.org/10.30862/jri.v4i1.329
Lalap Jr, V. G. (2021). Students’ academic performance and their perception on the use of Google applications in social studies. EPRA International Journal of Research & Development (IJRD), 6(7). https://eprajournals.com/IJSR/article/5533
Locketz, J. M. (2019). Exploring motivations and informal learning of school administrators adopting Google Apps for Education (Publication Number 1047) [Doctoral Dissertation, Pepperdine University]. Theses and Dissertations. https://digitalcommons.pepperdine.edu/etd/1047/
Madge, C., Breines, M. R., Dalu, M. T. B., Gunter, A., Mittelmeier, J., Prinsloo, P., & Raghuram, P. (2019). WhatsApp use among African international distance education (IDE) students: transferring, translating and transforming educational experiences. Learning, Media and Technology, 44(3), 267-282.. https://doi.org/10.1080/17439884.2019.1628048
Mappadang, A., Khusaini, K., Sinaga, M., & Elizabeth, E. (2022). Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business & Management, 9(1), 2101326. https://doi.org/10.1080/23311975.2022.2101326
Martín-Roda, E., and Sassan-Luiz, S. (2016). Posibilidades de google drive para la docencia a distancia y en el aula. Didáct. Geogr. 16, 203–220. https://didacticageografica.age-geografia.es/index.php/didacticageografica/article/view/302
Mustofa, A., Hayuana, W., Damopolii, I., Ibrohim, I., & Susilo, H. (2024). The discovery learning and Google sites: Its application in learning the process of urine formation for high school students. Inornatus: Biology Education Journal, 4(2), 132–150. https://doi.org/10.30862/inornatus.v4i2.711
Meyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58: 58–74. https://doi.org/10.1016/j.cedpsych. 2019.01.006
Nasir, N. I. R. F., Arifin, S., & Damopolii, I. (2023). The analysis of primary school student’s motivation toward science learning. Journal of Research in Instructional, 3(2), 258–270. https://doi.org/10.30862/jri.v3i2.281
Nasir, N. I. R. F., Damopolii, I., & Nunaki, J. H. (2020). Pengaruh pembelajaran inkuiri terhadap level berpikir siswa SMA. Bioilmi: Jurnal Pendidikan, 6(2), 112–119. https://doi.org/10.19109/bioilmi.v6i2.6948
Njoku, M. I. A. (2019). Effect of peer tutoring and peer team learning on secondary school students’ attitude toward achievement in biology in Rivers State [Unpublished Doctotal Dissertation]. University of Nigeria Nsukka
Nworgu, B. G. (2015). Educational research. basic issues and methodology (third and enlarged edition). University Trust Publishers.
Nwuba, I., Egwu, S. O., Awosika, O. F., & Osuafor, A. M. (2023). Fostering Secondary School Students' Interest in Biology using Numbered Heads Together Cooperative Instructional Strategy. The Universal Academic Research Journal, 5(2), 48-56. https://doi.org/10.55236/tuara.1136342
Obanya, P. (2021). Quality teaching for quality learning at the University level. In Higher Education Pedagogy Workshop, Association of African Universities, April 3-16.
Okoli, S. O., Anazodo. O. S., & Okoye, M. N. (2022). Effects of Computer Graphics and Animation Instructional Modes on Secondary School Students’ Achievement and Retention in Genetics. International Journal of Science and Research (IJSR), 11(5), 72-78. https://www.ijsr.net/archive/v11i5/SR22410103621.pdf
Olugbenga, A. E. (2016). Comparative effectiveness of animated drawings and selected instructional strategies on students’ performance in creative arts in Nigeria. Malaysian Online Journal of Educational Technology (MOJET), 4(3), 1-13. https://mojet.net/index.php/mojet/article/view/82
Onu, W. O., Anyaegbunam, N J., and Uzoigwe, A. U. (2020). Improving Biology Students’ Interest and Achievement through Collaborative Instructional Strategy. Journal of Education, Society and Behavioural Science (JESBS), 33(2), 9-20. https://doi.org/10.9734/jesbs/2020/v33i230198
Pambudi, G. D., Winangsih, F., Nunaki, J. H., Nusantari, E., & Damopolii, I. (2022). Encouraging students’ metacognitive skills through inquiry learning. Inornatus: Biology Education Journal, 2(1), 43–52. https://doi.org/10.30862/inornatus.v2i1.272
Rachmawaty, A. (2021). Social Media Optimization in Increasing Sales During Large-Scale Social Restrictions. TEMATIK-Jurnal Teknologi Informasi Dan Komunikasi, 8(1). 29–44. https://jurnal.plb.ac.id/index.php/tematik/article/view/535
Rukmana, A. H., & Inayah, R. (2023). The Analyzing Of Whatsapp Application As One Of The Learning And Information Medias In Educational Context. PROJECT (Professional Journal of English Education), 6(6), 1095-1099. https://journal.ikipsiliwangi.ac.id/index.php/project/article/view/8493
Saputra, M. D. A., Ulfa, S., & Degeng, M. D. K. (2024). Project-based learning in basic photography learning: The effect on student learning outcome. Journal of Research in Instructional, 4(2), 324–332. https://doi.org/10.30862/jri.v4i2.421
Scholl, H. (2019). My Google Classroom Training Guide. Kindle Edition.
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching and Learning, 10(1), 4-33. https://doi.org/10.1108/JRIT-10-2016-0007
Subandoro, P. S., & Sulindra, E. (2019). Optimizing collaborative learning: Using google classroom in business English correspondence class. Vocatio: Jurnal Ilmiah Ilmu Administrasi dan Sekretari, 2(1), 547269. http://jurnal.wima.ac.id/index.php/VOCATIO/article/view/1932
Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Wayan Lali Yogantara, I. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175, 012165. https://doi.org/10.1088/1742-6596/1175/1/012165
Suparman, A., Danim, S., Nirwana, Kristiawan, M., and Susanto, E. (2022). The Effect of Using Google Classroom and Whatsapp Applications on Learning interest. Education Quarterly Reviews, 5(1), 237-244. https://doi.org/0.31014/aior.1993.05.01.434
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120. https://www.jstor.org/stable/jeductechsoci.19.3.110
Ugwu, T. U. and Nwagbo, C. R. (2019). Enhancing students’ interest in basic science using guided inquiry instructional method. Journal of Science Teacher Association of Nigeria. 54 (1), 121-128.
Ukala, G. (2018). Utilization of innovative teaching in Biology in Delta state. African Journal of Science, Technology and Mathematics Education (AJSTME). 4(1), 30-37. http://www.ajstme.com.ng/admin/img/paper/30-37%20Ukala.pdf
Ukala, G. and Ugwu, T. U. (2019). Teachers’ Challenges in Integrating Information and Communication Technology (ICT) in Teaching and Learning of Biology in Secondary Schools. Journal of CUDIMAC (J-CUDIMAC), 7(1), 25-31. https://cudimac.unn.edu.ng/wp-content/uploads/sites/52/2019/12/ukala_and_theresa.pdf
Umroh, S., Rismiyanto, & Ismaya, E. A. (2024). The Effect of Using WhatsApp Group and Google Classroom Platforms for Interests and Learning Outcomes of Fourth-Grade Students. ICCCM Journal of Social Sciences and Humanities, 3(1), 30–36. https://doi.org/10.53797/icccmjssh.v3i1.5.2024
Upula, B. E., Idongesit, A. A., Ogar, M. N. (2019). Computer animation instructional package and biology students’ academic performance in Akpabuyo Local Government Area, of Cross River State. Shared seasoned intl journal of library and information science, 3(2), 82-92. https://globalacademicstar.com/download/article/computer-animation-instructional-package-and-biology-students-academic-performance-in-akpabuyo-local-government-area-of-cross-river-state-65843.pdf
Yelamali, V., and Beelagi, S. (2021). The Results of Classification of Lab Assignment in Object Oriented Programming and Database Management System Lab: A Case Study. Journal of Engineering Education Transformations, 34: 277-280. https://dx.doi.org/10.16920/jeet/2021/v34i0/157155
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Josephine Nwanneka Okoli, Geoffrey Ukala
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Biology Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/ibej/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Inornatus Biology Education jurnal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
