Research Article

Effects of a Contextual Approach Mediated by Digital Technology and Automation Literacy on Biology Achievement among Secondary School Students with Low, Medium and High-Ability Levels in Kaduna State, Nigeria

Hadiza Yakubu Hassan1*, Isah Alhaji Usman2, Amina Salihu Umar1
1 Department of Science Education, Ahmadu Bello University, Zaria Kaduna State, Nigeria
2 Faculty of Education, Kaduna State University, Kaduna State, Nigeria
* Corresponding author: Hhadiza87@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.yxd37d5m
Pages: 340–351
Views: 5
Downloads: 2

Abstract

This study investigated the effect of the Contextual Approach on Biology achievement using digital technology and automation literacy among secondary school Biology students of varied ability levels in Kaduna State, Nigeria. As artificial intelligence and automation reshape the global workforce, digital literacy and automation skills are increasingly vital for STEM instruction. A quasi-experimental pretest-posttest control group design was employed with 172 Senior Secondary II students, randomly assigned to experimental and control groups and further classified into low, medium, and high ability levels. The Biology Achievement Test (BAT) was validated and pilot-tested, yielding reliability coefficients of 0.84 and 0.79. Instruction lasted six weeks, with the experimental group taught using digital sensors, mobile identification applications, and automated data-logging tools within the Contextual Approach, while the control group received conventional lecture-based teaching. Results revealed significant performance differences across all ability levels in favour of the experimental group. Findings suggest that embedding digital technology and automation literacy into contextual instruction enhances Biology achievement inclusively. It is recommended that teachers adopt this approach and that education authorities provide training and resources to support its implementation

Keywords

contextual teaching and learning biology achievement digital technology literacy automation literacy varied ability

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How to Cite

Hassan, H. Y., Usman, I. A., & Umar, A. S. (2026). Effects of a Contextual Approach Mediated by Digital Technology and Automation Literacy on Biology Achievement among Secondary School Students with Low, Medium and High-Ability Levels in Kaduna State, Nigeria. Journal of Studies in Science and Mathematics Education, 6(1), 340–351. https://doi.org/10.67203/jossme.2026.yxd37d5m

H. Y. Hassan, I. A. Usman, and A. S. Umar, "Effects of a Contextual Approach Mediated by Digital Technology and Automation Literacy on Biology Achievement among Secondary School Students with Low, Medium and High-Ability Levels in Kaduna State, Nigeria," Journal of Studies in Science and Mathematics Education, vol. 6, no. 1, pp. 340–351, August 2026. doi: 10.67203/jossme.2026.yxd37d5m

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