ABSTRACT This study investigated the effects of integrating Information and Communication Technology (ICT) into biology education and how it affects the educational achievements of undergraduate students. A non‐equivalent quasi‐experimental design was used, involving 39 undergraduate students majoring in Biology. These students were divided into two groups: as an experimental group (EG) who received ICT‐integrated instruction and as a control group (CG) who experienced the traditional teaching methods. Data were collected using a carefully designed Biology Achievement Test (BAT), which yielded a reliability coefficient of 0.78, calculated using the Kuder–Richardson 20 (KR‐20) formula. Descriptive statistics, independent samples t ‐tests, ANCOVA, and two‐way ANOVA analysis showed that the EG outperformed the CG significantly in post‐test achievement, even after controlling for pre‐test scores. Additionally, the results showed that ICT integration did not significantly reduce gender differences in favor of one gender; this suggests potential equitable benefits. Therefore, it is recommended that ICT be utilized in teaching biology to enhance students' academic achievement and promote inclusive outcomes in higher education.
Abate et al. (Fri,) studied this question.