Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021

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A STUDY ON THE ROLE OF ICT IN THE TEACHING-
LEARNING PROCESS WITH RESPECT TO BIO-ZOOLOGY
EDUCATION
THEME: Science and Technology for Innovation and Sustainable India
SUB-THEME: Importance of Technology in Maths/ Science Teaching
Dr. C.V. Suresh Babu1
, A. Anitha Satheesh2
1
Professor, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 98402 37456
dr.c.v.suresh.babu@gmail.com
2
M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India
Mobile : +91 93444 87178
anitha.alagesan@gmail.com
PAPER PRESENTATION FOR TEACHERS
10-02-2021

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ABSTRACT
Among many fundamental lessons from the Global covid-19 Pandemic, one is it emphasizes the
importance of learning of Bio-Zoology and also the impact of ICT in the teaching-learning process
of this important subject. Bio-Zoology shapes different careers and Learning of Zoology is an
important attribute at School level. Various techniques and skills are intricate in teaching and
learning methods of zoology. Any method implemented in the teaching learning process of
Zoology should help the students to understand the basic concepts easily, obtain various skills, and
to develop interest, motivation to learn more in the subject. This paper discusses the role of ICT
in the teaching-learning process with respect to Bio-Zoology Education in Higher Secondary
Level. ICT has become an integral part of the educational system in all subjects and Bio-zoology
is of no exception. In the frame of the teaching process reforms during recent times, ICT usage is
increasingly being confirmed as one of the modern pedagogical innovations in our country too.
The present study also attempts to reveal the various contributions rendered by current ICT tools
in improving the quality of Bio-Zoology education and therefore the Learner’s achievement.
KEYWORDS: Bio-Zoology, Information and Communication Technology(ICT), Synchronous
and Asynchronous Learning, Apps and Tools.

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A STUDY ON THE ROLE OF ICT IN THE TEACHING-
LEARNING PROCESS WITH RESPECT TO BIO-ZOOLOGY
EDUCATION
1 INTRODUCTION
Biology is a professional career pathway that has vast open arrays of jobs. As a branch of natural
science, Biology is divided into two main categories, i.e. Botany and Zoology. Botany deals with
plants while Zoology deals with the study of animals. Through the study of scientific concepts of
life in living organisms, students have enhanced their professional careers such as ecologists,
nurses, chemists, physicians, teachers, scientists among other professions inclined and non-
inclined in science. Biology is indeed a challenging subject but in the recent times, with the proper
blending of ICT tools and apps with traditional teaching methods, the learning process of Bio-
Zoology will be a breeze to the students. The new educational paradigm focuses on the student –
the student is placed in the center instead of the Teacher. This type of class using ICT in teaching
activity allows all students to be active and keep their attention during the entire class and also the
teaching process becomes more flexible. Besides the fact that this ICT facilitate both Synchronous
and Asynchronous learning. Integrating computers in teaching biology allows bringing
educational content closer to students, facilitation of learning, revision and acquisition of
knowledge, as well as its usage. It also allows integrating the teaching process into modern
technological developments.
2 RATIONALE BACKGROUND
Eventhough ICT is been used in many schools as a separate entity, Schools must follow an
integration of ICT tools and apps into the teaching-learning processes of all subjects especially
Bio-Zoology to get a clear picture and precise knowledge of the subject area. The Global covid-
19 Pandemic introduced this new norm of ICT integration in all subjects in most of the schools all
over the world which has to be followed ever with continuous improvement and upgradation.

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2.1 Primary Objective:
 To study the role of ICT in the teaching-learning process with respect to Bio-Zoology
Education at Higher Secondary School Level.
2.2 Secondary Objective:
 To improve the Learning outcome among students
 To create interest among the students.
 To develop critical and innovative thinking.
 Frequent handling of Technical tools.
 Fun based Biological activities.
3 REVIEW OF LITERATURE
The literature review shows that the uses of Information and communication technologies (ICT)
has changed the pedagogy in education from teacher-centered approach to student-centered
approach and also enhance teaching and learning (Adebanjo, 2020). It is well established in the
literature that the use of ICT in teaching facilitates better understanding, enhances better memory
retention and improves learners’ achievement (Arista & Kuswanto, 2018; Alkan & Kocak, 2015;
Yusuf & Balogun, 2011). Prior research also suggests that the problem of poor performance in
Biology sometimes is not limited to the students alone but could also be traceable to teachers’
pedagogical strategies. Therefore, methods for teaching Biology should be made stimulating,
interactive and attractive to students (Adebanjo, 2019). Previous studies have emphasized that as
Biology includes complex relationships of unfamiliar and abstract concepts, it is quite difficult to
learn and teach. Students often experience difficulty in understanding certain biological subjects
and try to learn them via memorization without understanding (Raji, 2017). A series of recent
studies has indicated that Information and communication technology (ICT) has become an
important source of innovation and improvement of efficiency for many sectors across the globe.
As part of innovation, United Nations Educational, Scientific, and Cultural Organization
(UNESCO, 2002) stated that it is mandatory for education system globally to adopt the use of
Information and Communication Technologies (ICTs) for delivery of classroom instructions to the
students in order to impart the knowledge and the skills needed to function in the 21st
century

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society (Ajayi, 2017). It was reported in literature that ICT promotes quality education and
effective teaching-learning atmosphere for both the students and teacher. Students exposed to ICT
aided instruction were actively involved in the learning process. Active engagement helps students
to construct knowledge and organize information into meaningful schema (Mayre, 2003). Some
authors have also suggested that Government should enforce biology teachers to attend relevant
workshops, seminars and conferences on digital technologies for effective instructional delivery
(Adebanjo, 2020). One of the recent study clearly showed that the advanced visualization tool offer
learners control over content, learning categorization, pace of learning, time and frequently media,
allowing them to frame their experiences to meet their personal learning objectives (Thamilarasi,
2020). Research on mobile learning is becoming a trend at the moment, quite effectively applied
in learning. Mobile learning helps improve methods and quality of effective learning to improve
student achievement With mobile learning, it allows students to obtain their knowledge
independently, more effectively, and efficiently, and gives satisfaction to students because they
can access knowledge anywhere and anytime (Kurniawan et al., 2020). It was reported in
Literature that curriculum innovation can develop by integrating technology; this will have
positive implications in the future. Of course, curriculum development that integrates previous
technology must go through an analysis of needs in learning, adjustments to the conditions of
facilities, and infrastructure that support learning (Edwards, 2015). Some authors have also
mentioned that students using mobile learning are more satisfied than those who do not have it,
increased learning outcomes, and lower cognitive load of students (Zhonggen et al, 2018). A
recent literature talked about the i-Bird application specially designs for studying class, Aves. This
application can be used by students to classify birds based on the knowledge they have (Kurniawan
et al, 2020). The integration of ICT in education introduced high-tech practices in teaching and
learning in universities useful for both teachers and learners (Putra et al, 2019). Virtual laboratories
are used in K-12 schools, undergraduate and postgraduate courses, with overall positive effects on
students' cognitive load, skills development and motivation (Sypsas & Kalles, 2019). The majority
of student community state that e-resources are more informative and useful. This research also
revealed that a good number of the students search for information on Google. It is interesting to
note that a large number of students are aware of the e-resources. (Govindarajan et al.,2018).
Virtual modelling has particular importance in the stages of cognitive processes in STEM
education (Gunčaga & Janiga, 2016). It could be observed through experimentation that

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application of educational technology was at advantageous point over the traditional method in
teaching Zoology. (Nirmala & Premila, 2016).
4 RESEARCH DESIGN
4.1 Research Hypothesis
 Simple Hypothesis - Appropriate use of ICT in the teaching-learning process of Bio-
Zoology Education improve the Learning outcome of the Higher Secondary Students.
 Complex Hypothesis - Proper and efficient use of ICT in the teaching-learning process
of Bio-Zoology Education improve the Learning outcome of the Higher Secondary
Students and also creates interest and motivates them to do asynchronous learning.
 Null Hypothesis (H0) - There is no significant link between the use of ICT in the teaching
learning process of Zoology and the Learning outcome of the Higher Secondary students.
 Alternative Hypothesis:
 H1 - There is significant link between the use of ICT in the teaching learning process of
Zoology and the Learning outcome of the Higher Secondary students.
 H2 - There is significant link between the use of ICT in the teaching learning process of
Zoology and the interest shown by the students.
 H3 - There is significant link between the use of ICT in the teaching learning process of
Zoology and the understanding level of the Higher Secondary students.
 Logical Hypothesis - If ICT is properly implemented along with the traditional teaching
method of Bio-Zoology education, it helps students to understand the subject better and
motivates them further to do asynchronous learning.
 Empirical Hypothesis - Students who were taught using ICT tools shows more interest in
learning the Bio-Zoology concepts than the students who were taught only with the
traditional chalk and talk method of teaching Bio-Zoology.
 Directional Hypothesis - The students who learned Bio-Zoology with proper blending of
ICT tools with traditional methods in the teaching-learning process have more benefitted
than those who learned only by chalk and talk way of teaching method.
4.2 Research Questions

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 Does the use of ICT tools and apps improve the learning outcome of Bio-Zoology
education in Higher Secondary students?
 With the use of ICT the educational level stays same or increase or decrease?
 Does the length of teaching of the teacher at the secondary schools influence the use of
ICT for Bio-Zoology?
 Are there any gaps between the learners and educators?
4.3 Research Variables
 Independent Variable - Use of various ICT tools and Traditional method of Teaching
or Chalk and Talk method.
 Dependent variable - Achievement in Zoology or Learning outcome in Zoology,
Interest shown by students, Understanding level of the Students.
 Moderator Variable - Gender of the student, Socio-Economic status of the Student,
Parent’s Educational Qualification
 Controlled Variable - Socio-Economic Status of the student – Middle Class
 I ntervening Variable - Residential area of the Student, Social Envrionment, Peer
group of Student
4.4 Sampling Technique
 Simple Random Sampling - Random selection of 100 students from Higher Secondary
Class of TamilNadu State Board accredited schools in Chennai.
 Purposive Random Sampling – Random Selection of 50 XI & XII Standard Students
equally. The sample will be randomly selected from the TamilNadu State Board
accredited schools using ICT as part of their curriculum.
 Cluster Sampling - Selection of 100 students from Higher Secondary Class of one
particular TamilNadu State Board accredited school in Chennai.
5 Preliminary Findings
The impact of ICT on the educational improvement shows that there is no meaningful difference
between using of ICT in education of boy and girl students in terms of gender.

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6 Recommendations
The rise of ICT has really brought significant changes to the way how students study. For instance,
the presence of downloadable mobile apps has been a great help for both students and teachers.
Some apps aim to help students learn the basic biology concepts while some are focused on the
more specific ones. Some biology apps are even played as games as they serve as fun ways to learn
concepts. The following are some of the apps that enhances learning Bio-Zoology.
 Complete Biology App - This app is divided into 35 different biology topics and features
categories like dictionary, tutorials, and practical exercises and exams.
 The NEET (National Eligibility and Entrance Test) Biology app - This app helps
students learn and understand more about Biology as well as chemistry and Physics. This
app also features diagrams, illustrations, and flow-charts that can help its users be prepared
for entrance exams for careers in biology and medicine.
 Anatomy and Physiology - This app is perfect for reviewing dissection as it makes use of
animals encountered in veterinary medicine as examples.
 Cell Biology 101- This app basically features various lesson, quizzes and practices that
cover cell anatomy and physiology.
 Internal Organs in 3D (Anatomy) - This biology app features the 3D model of the
different organs in the human body and detailed morphological descriptions.
 Taxonomy - This app, which can be used offline, contain more than 3000 binomial names
of different organisms in the world, including bacteria, plants, and animals.
 Visual Anatomy Free - It is an interactive learning app that features three-dimensional
models of the human body anatomy.
 Human Anatomy app - This app allows the user to study a particular body system and
giving him/her detailed descriptions about its organs. One feature of this app is that zooms
in to the organs and views them like their actual images.
 Best Free Science Quiz – This is a mobile quiz app that is perfect for people who like to
challenge their knowledge about science in general. This app, which is also an interactive
game, focuses on various science subjects like biology, chemistry, and even physics.

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 Biology eBook and Quiz - As its name suggests, it is an electronic book that is filled with
numerous syllabi about different disciplines in biology
7 Scope for Further Research
This study we identified following scope for research areas:
 Concepts and Principles of Integrating ICT in Bio-Zoology Classroom
 Current Issues and Trends in Bio-Zoology Education
 Technological Pedagogical Content Knowledge
 Building Manipulative-Interactive Media with Application
 E-content, Game and e-quiz for Biology Teaching
 Digital Bio Environment
 Assessment in Biology Learning using ICT
8 CONCLUSION
Current COVID-19 pandemic have given new ways of Teaching and Learning processes, the role
of ICT have completely transformed from the traditional technologies to new generation tools.
Students get more involved when their classes blended with technologies. It’s clearly seen that,
effective use of ICT tools enhances teaching of Biology and improves students’ involvement.
9 ACKNOWLEDGMENT
We thank all our Faculty members, Biology Teachers of various schools in Chennai and our
students and other anonymous reviewers for their valuable comments on our draft paper.
10 DISCLOSURE STATEMENT
No potential conflict of interest was reported by the authors.

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