Integration of plasma TV in teaching secondary school biology in Ethiopia: An experimental study

An experimental study was employed to evaluate the relative effectiveness of Plasma TV (PTV) integration in teaching secondary school Biology at Haramaya University Secondary Model School in Ethiopia. Grade 9 students were the subjects of the study and were randomly split into control [non-plasma] and experimental [plasma] groups. The equivalence of the two groups was confirmed by administering pre-test. A chapter -“Cell Biology” was taught for the two groups for a month time by two teachers having similar qualifications and experiences. After the treatments were over, post test (a day later) and retention- test (3 months later) were administered to the subjects. Independent-sample t-test at α= 0.05 was used to determine whether there were statistically significant mean score differences in between the two groups. The analysis of data indicated that there were no statistically significant differences in mean scores in between the two groups on pre-and post tests. Similarly, high achievers and low achievers in the control and experimental groups didn't significantly differ. However, statistically significant mean score differences were observed on the retention-test in between the control and experimental groups (as a whole) and high achievers and low achievers in the control and experimental groups (in particular), i.e., Students in the experimental group demonstrated better performances on the retention-test than their counter group. The implication is that supplementing classroom lectures through PTV significantly contribute to the better understanding and retention of the lesson compared to the sole conventional method of teaching. Thus, it is recommended that effective utilization of PTV by schools help their students improve their performance by boosting their capacity of retention of the subject matter they learn.