DIGITAL TECHNOLOGIES IN BIOLOGY EDUCATION: A COMPARATIVE ANALYSIS OF STUDENT ACHIEVEMENT, ENGAGEMENT, AND SELF-EFFICACY
Keywords:
digital technologies, biology education, student learning outcomes, interest, self-confidence, comparative analysis.Abstract
This study examines the impact of digital technologies on student learning in biology education. Using a comparative design, the study considers the effect of integrating digital technologies, such as virtual laboratories, animations, and mobile applications, on students' learning outcomes, interest, and self-confidence. The study involved 24 high school students studying biology courses. Data were collected through pre- and post-tests to measure learning outcomes, Likert scale questionnaires to assess interest and self-confidence, and classroom observations. Statistical analyses, including t-tests and ANOVA, were conducted to compare the results of students in the digital technology integration group and those in a traditional learning environment. The results show that integrating digital technologies led to a significant 15% increase in student learning outcomes in the experimental group compared to the control group, an average increase of 1.2 points in interest in biology (on a 5-point scale), and a 20% increase in self-confidence. However, certain challenges were also observed, such as the complexity of assessing student knowledge through the use of digital technologies. These findings indicate that digital technologies create an opportunity to transform biology education, but careful pedagogical design and implementation are important to maximize their benefits. Further research is needed to explore the long-term effects influencing the effectiveness of integrating digital technologies in biology education.
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