Effect of Intelligent-Tutoring Strategy on Attitude Towards Biology Learning among Secondary School Students in Suleja, Niger State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026581Keywords:
Gender, Biology, Attitude and Intelligent Tutoring StrategyAbstract
This paper looked at differences in attitude towards biology of male and female secondary school students who were taught with the use of intelligent tutoring instructional strategy in Suleja, Niger State, Nigeria. The paper used a pretest-posttest quasi-experimental design with 60 students in the experimental group. Out of the 60 students, 34 were males and 26 were females. The data was collected by means of an attitude questionnaire and analyzed using mean, standard deviation and independent-samples t-test at a level of significance of 0.05. The results showed that male students scored 9.78 and 18.29 mean attitudes in pretest and posttest respectively, compared to the females' 9.51 and 18.01 mean attitudes respectively. The corresponding mean gain scores were 8.51 for male students and 8.50 for female students, suggesting that both genders made considerable and nearly equal gains in their attitude towards Biology. The inferential results revealed that there was no significant difference in pre-test attitude scores of male and female students, t(58) = 0.96, p = .341; post-test attitude scores, t(58) = 0.99, p = .325; or mean gain scores, t(58) = 0.04, p = .968. Therefore, all the three null hypotheses were not rejected. This study shows that Intelligent-Tutoring Instructional Strategy develops positive attitude towards Biology in male and female students without making a statistically significant difference based on the gender of students.
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