Abstract
This study examines the integration of Technology-enhanced Learning Activities (TeLA), utilizing Activity Theory (AT) as a pedagogical approach, to instruct Year 9 Biology students on the topic of enzymes. To assess the effectiveness of the proposed three-phase model of AT, a two-group pretest-posttest experimental design was utilized. The primary objective was to determine whether using TeLA in the activity theory approach in teaching yields more favorable outcomes compared to traditional teaching methods. The experimental sessions took place in the Muara District, Brunei, with both the experimental and control groups initially starting at similar levels of Biology knowledge, subsequently evaluated through two-way ANOVA. The findings indicated that students in the experimental class, instructed using activity theory, exhibited improved learning outcomes compared to those in the control class, taught through traditional methods. Notably, the experimental class witnessed a reduction in the number of students with lower proficiency, although there was no corresponding increase in high-achieving students. This emphasizes the need for further research to explore methods for positively impacting a diverse group of students with varying levels of biology knowledge, ultimately enhancing the overall effectiveness of teaching through the activity theory approach.
Author Information
Yvonne Chin Chen Yong, Ministry of Education, Brunei
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