This inquiry aimed to design and evaluate computer-based lectures in General Biology and to determine the correlates and predictors of performance of students exposed to the modules compared to the traditional lecture method. Seven computer-based modules were developed, evaluated and used in teaching General Biology. Teacher-made questionnaires were used to gather the students’ personal background information and assess learning styles, perception of science, aptitude in Biology and attitude. Aptitude-related factors were taken from the official records in CLSU.
The identified predictors of performance of the computer-based lecture participants were ratings in CAT Science, pre test scores, attitude after treatment and annual family income. The predictors of performance of those from the traditional lectures were pre test scores, CAT Science rating and attitude after the treatment and gender.
The evaluators perceived the module to have good objectives and content. The modules were also found to have instructional and technical quality and observed to be significant and effective.
Significant relationships were established between education of parents, annual family income, learning style and modality, CAT rating and pretest among participants exposed to computer-based lecture and performance in Biology. Significant relationship was noted between gender, education of father, learning style and modality, CAT ratings, pretest score and attitude before the lectures among students under the traditional lecture method and performance in Biology.
