Abstract

The ever-increasing complexity of environmental problems such as global warming and the decline of biodiversity demands effective instruction of biological sciences that stimulates the knowledge of concepts and a sense of the environment. Nevertheless, conventional teaching practices tend to be based on passive learning, which puts a constraint on the ability of the students to engage and think critically. This study investigated how new technologies will influence learning outcomes in biological science. The mixed-method research design was chosen which entailed 125 undergraduate biology students, in technology-enhanced and traditional learning groups. A pre-test and post-test assessment, structured questionnaires, and observations of the classroom were used to gather data. The statistical technique has been descriptive statistics which will quantify the gains in conceptual knowledge, retention and environmental awareness. These findings prove that the post-test scores of the technology-enhanced group improved by 43.7% in comparison with 23.7% in the traditional group. Furthermore, among the students who had undergone learning with the use of technology, the engagement (4.4), interest (4.5) and environmental awareness (4.6) among the students had a higher mean score. These results indicate that there has been a substantial improvement in academic achievement and student involvement. This paper concludes that the use of emerging technologies in teaching biological science is a viable way of promoting active learning, knowledge and environmental awareness. The results support the importance of integrating technology into the pedagogy of supporting sustainable and efficient education practices.