Published Article

ABSTRACT

This study investigated the effect of Wakelet-based instruction on the academic performance of secondary school students in Biology in the Uyo Local Government Area. Three research questions and three null hypotheses were formulated to guide the study. The research adopted a quasi-experimental design using a pretest-posttest non-randomized control group approach. The population comprised 3,427 SS II students offering Biology during the 2025/2026 academic session across 15 public secondary schools in Uyo LGA. A sample of 202 students was drawn from four intact classes in two purposively selected schools. The experimental groups received instruction using a Wakelet instructional package, while the control groups were taught using the expository method. Data were collected using a researcher-developed Biology Performance Test (BPT), which was validated for face and content by three experts from the Faculty of Education, University of Uyo. Reliability analysis using the test-retest method yielded a coefficient of 0.92. Data analysis involved mean and standard deviation to address the research questions, while analysis of covariance (ANCOVA) was employed to test the hypotheses at a 0.05 level of significance. The findings revealed a significant difference in the performance of students taught with Wakelet technology compared to those taught using the expository method. Additionally, there was no significant difference between male and female students and between urban and rural students taught using Wakelet technology. Based on these results, it was concluded that Wakelet-based instruction is more effective than the expository method for teaching biology. It is recommended that school administrators and curriculum planners provide adequate training and infrastructure support to enable Biology teachers to implement Wakelet technology effectively, ensuring that all students benefit from interactive and technology-enhanced learning experiences.