Abstract
This study investigates the efficacy of technology-enhanced learning versus traditional teaching methods for high school cell structure education. The research utilizes a comparative experimental design involving two groups of 30 students each, selected based on comparable academic backgrounds. Group 1 engages with interactive technological tools, including 3D models, animations, and simulations, while Group 2 receives conventional lecture-based instruction. To assess learning outcomes, both groups underwent pre- and post-training evaluations focused on cell structure comprehension. The study aims to determine if the two approaches have a significant difference in learning outcomes. This investigation seeks to expand our knowledge of technology’s role in teaching cellular biology, potentially informing educators, curriculum developers, and educational policymakers about the effective integration of technological tools in science education. While the primary goal is to shed light on the advantages and potential drawbacks of classroom technology use for high school biology students, the study acknowledges that inconclusive results can provide valuable insights for future research in this field. By exploring the intersection of technology and biology education, this research contributes to the ongoing dialogue about innovative teaching methods in science. The findings may offer practical implications for enhancing student engagement and understanding of cell biology, while also serving as a springboard for further investigations into technology-assisted learning in various scientific disciplines.
Keywords: Technology-assisted instruction, traditional lecture-based instruction, cell structure, learning outcomes, quasi-experimental design.