Design and Evaluation of Three-Dimensional Visualization Module for Teaching Cell Biology in Nigerian Secondary Schools
*1Abdulrahman Aliyu Abdullahi, 2Nasiru Ibrahim Tambuwal, 3Shamsudeen Bello & 4Faruku Aliyu
*1,2,3&4Department of Sciences Education, Sokoto State University, Nigeria Email: abdullahiabdulrahman216@gmail.com
Abstract
Teaching cell biology in Nigerian secondary schools presents significant challenges due to the abstract nature of cellular concepts and limited access to laboratory resources. This study aimed to develop and evaluate a Three-Dimensional instructional Module module designed to enhance students’ spatial visualization skills, academic performance and retention ability in cell biology. Guided by the ADDIE instructional design model and grounded in the Cognitive Theory of Multimedia Learning, Multiple Intelligence Theory and Constructivism, the module was tailored to the Senior Secondary School Biology Curriculum. The module was implemented using a quasi-experimental research design and incorporated interactive 3D models and was delivered using the 5Es inquiry-based learning model; Engage, Explore, Explain, Elaborate and Evaluate. The six-week intervention was implemented in six purposefully selected secondary schools in Sokoto State, Nigeria, with three instructional strategies (2D Charts, Microscopy, and AR) employed to compare learning outcomes. The evaluation of the module involved expert validation by seven biology education specialists. Content validity was assessed using Gregory’s framework and expert consensus, achieving an average agreement score of 88.6%, indicating high suitability and instructional value. The module addressed key curriculum topics, including cell structure and function, types of unicellular organisms and differences between plant and animal cells. Findings demonstrate that the 3D module provided an engaging and effective learning experience, fostering improved academic performance, spatial visualization skills and retention ability among learners. The study concludes that the integration of the module into biology instruction holds strong potential for addressing pedagogical challenges and enhancing biology education in resource-limited contexts like Nigeria.
Keywords
Cell Biology, Visualization-Based Instruction, Spatial Visualization Skills, Academic Performance & Retention Ability
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