M. A. Omiola (PhD), S. T. Ibrahim (PhD), A. A. Ojeleye


This study assessed the effect of digital info-graphics illustration on the academic achievement of students’ in digestive system biology concept in Dutsin-Ma metropolis. The study targeted all SSI biology students in all public secondary schools in Dutsin-Ma metropolis. Two intact classes of 42 and 40 samples making a total of 82 students were used from randomly chosen public secondary schools in Dutsin-Ma Township. The instrument used to collect data in this study was Digestive System Achievement Test (DSAT) comprises thirty objectives questions on the concept of digestive system taught to the students. The instrument was faced validated by the biology teacher and Educational Technologist. The reliability of the test instrument was also carried out through test-re-test after pilot testing it using separate sample from the one used for the main field study. The reliability value of 0.74 was attained after analyzing the test. The data collected was analyzed using frequency counts, mean and t-test statistical analysis. The results of the finding showed that, students taught with digital info-graphics illustration learning strategy in digestive system in biology have higher mean achievement than their counterpart taught with conventional method. T-test analysis equally showed significant difference in the mean achievement scores in favor of experimental group that used info-graphics. Added to the above, the finding indicated the significant difference in the mean achievement in favor of male students as against the female students when exposed to info-graphics illustration on digestive system biology concept. Based on the findings, it is recommended that biology teachers should be encouraged to use info-graphics illustration learning strategy as a medium of instruction to improve students’ achievement in biology subject.


Digital Info-graphics, Illustration Learning Strategy, Digestive System Biology Concept, Students’ Academic Achievement, Dutsin-Ma Metropolis.

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