Effects of computer based mastery learning on secondary school students’ motivation to learn biology by gender

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.33, 2014
99
Effects of Computer Based Mastery Learning on Secondary
School Students’ Motivation to Learn Biology by Gender
Peter K. Ronoh1*
Monicah Ndonga2
1.Mengit Secondary School P.O BOX 51, Longisa Kenya.
2.Egerton University P.O BOX 536, Egerton Kenya
* E-mail: peter.kipkoech.ronoh@gmail.com
Abstract
The knowledge of biology is applied in many fields including industry, agriculture, biotechnology, medicine and
environmental conservation. It has a significant role to play in enhancing the country’s socio-economic
development by enabling exploitation of land, animal and other natural and human resources. Inspite of this, the
overall achievement in biology in Kenya Certificate of Secondary Examination (KCSE) has been low.
Approaches used in the instructional process have been identified as among the factors contributing to the
problem of low achievement. In this study an attempt was made to overcome this problem by using Computer
Based Mastery Learning (CBML) approach as an intervention to investigate its effects on students’ Motivation
to learn. A non-equivalent Solomon’s Four Group design (quasi-experimental research design) was used in
which four co-educational secondary schools were purposively sampled. The four schools were randomly
assigned to four groups. Students in all the groups were taught the same biology content. Teachers of the
experimental groups taught using CBML approach while teachers of the control groups taught using the
conventional methods. The study focused on the topic Respiration and involved a sample of 167 Form two
students in four schools in Bomet District. Students’ Motivation Questionnaire (SMQ) was used to collect data.
The instrument was validated by five research experts in Science Education and five practising high school
biology teachers. Reliability was estimated using Cronbach’s alpha coefficient. A reliability co-efficient of 0.79
was obtained. t-test was used for data analysis. Hypothesis was tested at an alpha level of 0.05. The findings
indicate that there is no gender difference in motivation when CBML is used. It is recommended that CBML
teaching strategy be incorporated in teacher education programes. Designers of computer based learning
programmes should also be encouraged to include CBML to enhance student learning.
Keywords: Computer Based Mastery Learning, Student’s Motivation, Learning Biology, Gender.
Introduction
Biological knowledge has been used throughout the centuries because it has a wide range of applications in
many aspects of human life. It’s applications in genetic engineering has resulted in the production of high
yielding plant and animal species. This has made tremendous contribution towards meeting the demand of food
requirements for the ever growing human population (Keraro, Wachanga & Orora, 2007). Biological knowledge
has also been applied in branches of medicine such as organ transplant and control of a wide range of diseases.
Other areas where biological knowledge has been applied include population control and environmental
conservation (UNESCO, 1986).
Secondary school biology enables learners to acquire knowledge and skills useful in every day life and
in development of desirable attitudes (Brown, 1995). According to UNESCO (1975), school biology should be
relevant to real life and experiences of learners. There is need to change from closely directed learning of facts to
conceptual understanding and application of acquired knowledge and skills to solve emerging problems.
Students leaving high school should be able to use biology in their daily activities (Rose, 1971; Orora, Wachanga
& Keraro, 2005). For this to be realized, effective teaching approaches that enhance learning need to be
developed and used in the teaching of biology. Expository approaches cannot stand up to the challenges of the
new demands and objectives of biology education hence a fresh look at new approaches should be taken
(UNESCO, 1986). In recent years, science educators have used the constructivist approach to enhance students’
learning (Trowbridge, Bybee & Powell, 2004). According to Good and Brophy (1995) learners’ are seen not just
as accessing information but also as constructing their own meanings. Aslop and Hicks (2001) point out that
learning of science is essentially an active process. Therefore the teaching of biology should enhance active
learner participation.
The actual outcomes of instruction depend largely on what happens in classrooms. If scientific
knowledge is presented in terms of proven facts and absolute truths readily communicated through texts and
lectures, then students will come to regard science as a static body of knowledge that is founded on well-defined
methods (Roth & Roychoudhury, 2003). Knowledge, for these students, consists of memorizing a body of
information for later retrieval. If, on the other hand, students actively engage in science processes, they recognize
that scientific knowledge is based on experiments in which the meaning of data is negotiated and theories are not
absolute. Knowledge, in this context, consists of learning experimental methods and the norms and practices of

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100
scientific communities as much as it does learning known facts and current theories within a domain (Wheeler,
2000).
In teacher-centred instruction, learning focuses on the mastery of content, with little development of the
skills and attitudes necessary for scientific inquiry. The teacher transmits information to students, who receive
and memorize it. Assessments of knowledge typically involve one right answer. The curriculum is loaded with
many facts and a large number of vocabulary words, which encourages a lecture format of teaching (Leonard &
Chandler, 2003). In contrast, in a student-centred curriculum, learning science is active and constructive,
involving inquiry and hands-on activities. The goal is to develop critical thinking and problem-solving skills by
posing and investigating relevant questions whose answers must be discovered. The teacher acts as a facilitator,
creating the learning conditions in which students actively engage in experiments, interpret and explain data and
negotiate understandings of the findings with peers. In this approach, the teacher puts less emphasis on
memorizing information and more emphasis on inquiry and hands-on activities through which students develop a
deeper knowledge and appreciation of the nature of science (National Research Council, 1996; Singer, Marx,
Krajcik & Chambers, 2000). Thus when learners are actively involved during the instructional process, their
motivation to learn would improve.
Computer based instruction (CBI) provides individualized instruction and therefore learning occurs at
learners own pace and time frame (Curtis & Howard, 1990; Munden, 1996). CBI enhances learning and improve
retention rate of students. Coller (2004) indicated that instruction supplemented by properly designed CBI is
more effective than instruction without CBI. Alessi and Trollip (1991) emphasized that there are four major
types of CBI programmes namely: Tutorials, Drills and practice, instructional games and simulations.
Kiboss, Tanui and Nassiuma (2003) observed that the use of CBI Simulation has proved successful in
teaching difficult concepts in Physics, Biology, Mathematics and Geography. No empirical research has
specifically examined the dynamics of one to one computer tutorials and their effects on solving related
problems (Hepper et al., 1993). Using the tutorials, students internalized the concepts presented. It is on this
basis that CBI tutorial was adapted in this study.
Mastery Learning Approach (MLA) is an instructional method where students are allowed unlimited
opportunities to demonstrate mastery of content taught (Kibler, Cegala, Watson, Baker & Miler, 1981). MLA
involves breaking down the subject matter to be learned into units of learning, each with its own objectives.
Results from research studies on MLA shows that there is better retention and transfer of material, yields greater
interest and more positive attitudes (Wachanga & Mwangi, 2004).
In this study, the elements of mastery learning were incorporated into the CBI tutorial. The tutorial used
the visual basic language. Lessons were presented using computer and students went through the tutorial in the
topic respiration. At the end of each objective in the lesson were quizzes. The students were required to answer
and upon attaining 80% they could be allowed to move to the next topic. This approach was referred to as
Computer Based Mastery Learning (CBML). This study sought to establish whether there were any gender
disparities in motivation to learn.
Theoretical Framework
Constructivism is the theoretical framework that guided this study. Constructivists believe that what gets into the
mind is not transmitted or poured by some external manipulator but has to be constructed by the individual
through knowledge discovery or social interaction. Learning takes place when individuals participate actively in
meaningful activities. They construct both a mechanism for learning and their own unique version of knowledge,
coloured by background experiences and aptitudes (Roblyer & Edwards, 2000; Hsu, Chen & Hung, 2000).
From the constructivist perspective learning is an active process in which each learner is engaged in
constructing meanings whether from text, dialogue or physical experiences (Osborne, 1983). Active learning
occurs when learners are challenged to exert their mental abilities actively while learning (Hout-wolters, Simons
& Volet, 2000). Learners are actively seeking meaning (Kirschner, Martens & Strijbos, 2004) and are expected
to be the architects of their own learning (Glaser, 1991).
Dwyer (1991) asserts that this approach is learner centered rather than curriculum centered. CBML
which is interactive would enable learners to control the pace and sequence of their learning is tied to this theory
(Drillscol, 2000). In CBML learners study the lesson on their own with the guidance of the teacher and answer
the assessment questions at the end of the lesson unit. They are allowed to proceed to subsequent unit upon
attainment of eighty percent (80%), otherwise they repeat until they attain the standard percentage this will
enable the learners to construct their own knowledge.

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101
Conceptual Framework
Figure 1 shows the conceptual framework that guided the study.
Figure 1: Conceptual Framework for Determining the Effects of using CBML Teaching Approach on Students’
Motivation towards Learning Biology.
The conceptual framework shows CBML as an intervention in the teaching/learning approach of
biology topic respiration, which aid motivation in the subject. The dependent variable in this study is the
student’s motivation towards the topic respiration. The independent variables are CBML, regular teaching
methods and gender. The extraneous variables are teacher’s training and experience. Teachers training was
controlled by using teachers trained to teach biology at secondary school level with a minimum qualification of
Diploma Certificate. Teacher’s experience was controlled by using teachers who have been teaching biology at
secondary school level for at least three years.
Purpose and objectives of the Study
This study sought to compare boys’ and girls’ motivation when taught using CBML. Its specific objective was to
find whether there is a gender difference in motivation to learn biology between students exposed to CBML.
Hypothesis of the Study
To achieve the objective of this study the following null hypothesis was tested.
There is no statistically significant gender difference in motivation to learn biology when students are exposed to
CBML.
Research Design
This study used the Solomon’s Four non-equivalent control group design. This design is appropriate for
experimental and quasi- experimental studies (Wachanga & Mwangi, 2004; Keter & Wachanga, 2013). The
design overcomes external validity weaknesses found in other designs and also provides more vigorous control
by having two control groups as compared to other experimental designs (Koul, 1984). This design involves a
random assignment of intact classes to four groups. The study adopted a quasi- experimental design, as the
subjects were already constituted and school authorities don’t allow reconstitution for research purposes (Borg &
Gall, 1989). The design is shown in figure 2.
E1 O1 X O2 Experimental group
………………………………………………………
C1 O3 - O4 Control group
……. ………………………………………………..
E2 - X O5 Experimental group
………………………………………………………
C2 - - O6 Control group
……………………………………………………..
Key: Pre-tests: O1 and O3; Post- tests: O2, O4, O5 and O6; Treatment: X
Figure 1: Non-randomized Solomon’s Four- Group, non- equivalent control group design

Vol.5, No.33, 2014
102
Sampling Procedures and Sample Size
A sample of 167 subjects was used. Purposive sampling was used to select four secondary schools which offer
computer as one of the teaching subjects. Four schools were chosen because each school formed a group in the
Solomon Four Group Design so that the interaction is minimized during the exercise. The selection of the
schools and assignment of one form two stream per school selected to either experimental or control groups was
done using simple random sampling. Balloting was used; this entailed assigning serial numbers to form two
streams of the participating schools and picking one at a time respectively.
Instrumentation
Students’ Motivation Questionnaire (SMQ) was used to measure the learners’ motivation to learn biology. The
researcher adapted and modified the SMQ developed by Kiboss (1997) to suit the current study. The instrument
had 20 items. The items were constructed on a five point Likert scale. The responses to questions include
strongly agree, agree, undecided, disagree and strongly disagree. All the choices were abbreviated as SA, A, U,
D & SD respectively. SA was assigned 5 points where else SD was assigned 1 point. The items tested interest
and confidence towards learning biology. The rating scale’s minimum score was 20 marks and the maximum
was 100 marks. The instrument was validated by research experts in Egerton University. The Cronbach alpha
coefficient was used to estimate their reliability. A reliability coefficient of 0.79 was obtained.
Development of Instructional Materials
The researcher developed an instructional manual for the teachers involved in the use of CBML. The manual
focused on objectives, content to be covered in the topic and teaching/learning activities. The manual was based
on revised KIE, (2002) biology syllabus. Teachers of the experimental groups were trained by the researcher on
how to use CBML for four days. This was to enable them master the skills of using CBML approach.
Data Collection Procedures
Research permit was sought from the National Council for Science and Technology (NCST) through the
Director, Board of Post Graduate Studies of Egerton University. Prior to the start of the topic, the experimental
groups E1 and E2 had to undertake an orientation course using the CBML manual under their teachers’
supervision to familiarise with the computers and the CBML software. The Students’ Motivation Questionnaire
(SMQ) was administered to the experimental group (E1) and control group (C1) as a pre-test.
The experimental group E1 and E2 were taught using CBML approach within a period of two weeks
with the help of cooperating biology teachers while control groups C1 and C2 were taught using the regular
methods of teaching. Students’ Motivation Questionnaire (SMQ) was administered as a post test to all the four
groups at the end of the topic respiration. Scores were coded and quantitative data generated that was then
analysed.
Data Analysis
Data was analysed using t- test with the help of statistical package of social sciences (SPSS). A t-test was used to
test differences between the pre-test mean scores because of its superior quality in detecting differences between
two groups (Borg & Gall, 1989). Tests of significance were performed at alpha level 0.05.
Results
To establish whether the experimental (E) and the control groups(C) were similar at the beginning of the study
the pre-test scores of SMQ were analysed using independent sample t-test. The results are shown in table 1
Independent sample t-test of pre-test scores on SMQ based on gender
Scale Gender N Mean SD df t-value P- value
SMQ Male 50 2.83 0.43 78 1.026 0.308
Female 30 2.73 0.36
Table 1 shows that the pre-test mean scores in SMQ for males was (M =2.83, SD = 0.43) while for females was
(M = 2.73, SD = 0.36), t (1.026) = 0.308, p>0.05. This shows that there was no significant difference in
motivation to learn biology between male and female students.
Effects of Gender on motivation to learn biology
To find the gender difference on motivation when students were exposed to the CBML approach, the SMQ mean
scores for male and female students were computed and then compared to determine whether there were
significant differences, the results were also compared with those of control groups. The results are shown in
table 2.

Vol.5, No.33, 2014
103
Table 2
Post-test SMQ mean scores and independent sample t-test for male and female students exposed to regular
teaching approaches.
Gender N Mean SD df t-value p- value
Male 18 25.89 7.23 35 0.002 0.963
Female 19 26.95 7.69
Table 2 shows post-test SMQ mean scores and the independent sample t-test for male and female students
exposed to regular teaching approaches. A comparison of the two scores using a t-test yielded a t (35) = 0.002,
p > 0.05. This, therefore means that there is a statistically significant gender difference in motivation to learn
biology when students are exposed to regular teaching approaches. This is because teachers tend to give more
attention to female students than male students. To establish whether there is gender difference when male and
female were exposed to CBML t-test was carried out. The results are shown in table 3.
Table 3
Post-test SMQ mean scores and independent sample t-test for male and female students exposed to CBML
approach.
Gender N Mean SD df t-value P-value
Male 39 3.50 0.52 71 0.807 0.422
Female 34 3.41 0.51
Table 3 shows post-test SMQ mean scores and the independent sample t-test for male and female students
exposed to CBML. A comparison of the two scores using t-test yielded a t(71)=0.87,P > 0.05. These, therefore
means that there was no gender difference in motivation to learn biology at the end of the CBML intervention.
The hypothesis which states that there is no statistically significant gender difference in motivation to learn
biology when students are exposed to CBML approach was therefore accepted.
Discussion
Effects of Gender on Motivation to learn biology
The Motivation mean score for boys who were exposed to CBML was found to be 3.50 while the mean score for
girls also exposed to CBML was 3.41. The difference between the two means was found not to be statistically
significant t(71) = 0.807 p>0.05. This indicates that girls were as equally motivated as boys to learn during the
treatment period.
Wachanga, (2002) notes that in regular teaching male and female teachers give more attention to boys
than to girls in secondary schools. This makes teachers more likely to use positive reinforcement on boys than
they do on girls. This practice makes girls feel that they are less capable compared to boys. In his study the
effects of traditional and cooperative class experiment teaching methods on students’ achievement and
motivation in chemistry were compared. The findings were that cooperative class experiment as a teaching
method enhanced girls’ confidence in learning chemistry. Girls’ motivation was comparable to that of boys and
no statistically significant difference was found (Wachanga, 2002). Wachanga ensured that teachers gave equal
attention to boys and girls during teaching and reinforcement was uniform. He also ensured that there was
positive interdependence and individual accountability in the learning process. Wachanga’s findings, therefore,
support the findings of the current study in regard to motivation of learners.
In this study, boys and girls of mixed abilities were placed together in different groups and all were
treated equally by their teachers. Every student was given an equal chance to contribute during the biology
lessons (Johnson & Johnson, 1992). This made girls feel that they were also capable and raised their motivation.
The CBML teaching approach, therefore raised the level of motivation of girls to learn biology.
Conclusion
Based on the findings of the current study, the following conclusion has been reached. There is no gender
difference in motivation to learn biology when students are taught using CBML approach.
Implications of the study
The findings of this study have indicated that the use of CBML in the teaching of biology in secondary schools
results in higher students’ motivation to learn biology. When this approach is used, the students’ gender does not
affect their motivation to learn. This would, therefore, imply that its incorporation in teaching would boost the
learning of biology in schools. This in turn would improve the low achievement at KCSE biology examinations.

Vol.5, No.33, 2014
104
Educational administrators and designers of computer based learning programmes should emphasize the use of
CBML in biology lessons and possibly other science subjects in their effort to boost students’ motivation. This
will in turn lead to better achievement in biology. Teacher training institutions such as universities should also
incorporate the CBML concepts in their training curriculum in order to empower teachers to use the new
approach.
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