Effects of TPACK-based instruction on secondary school students’ biology achievement and perception in education district VI, Lagos State

Biology education increasingly demands innovative approaches that integrate technology, pedagogy, and content to address students’ diverse learning needs. In Lagos State, Nigeria, where resource constraints and traditional teaching methods prevail, this study examined the effects of Technological Pedagogical Content Knowledge (TPACK) instructional strategies on the achievement and perception of senior secondary school students in Biology. It used a quantitative approach through a quasi-experimental pretest–posttest non-equivalent control group design and a descriptive survey design, six biology teachers were selected through consensus sampling, as all available biology teachers in the selected schools participated in the study, while 300 senior secondary school two students were randomly selected and assigned to experimental (n = 150) and control (n = 150) groups. The experimental group received TPACK-based instruction emphasising interactive simulations, multimedia presentations, and collaborative tasks, while the control group was taught through conventional lecture and textbook methods. Pre-test and post-test assessments measured academic achievement, and a validated perception questionnaire gauged students’ attitudes toward biology. Descriptive statistics (frequencies and percentages) summarised teachers’ TPACK levels, and independent-samples t-tests evaluated differences in students’ performance and perception. Results showed that students exposed to TPACK-based instruction achieved significantly higher post-test scores (M = 8.11, SD = 1.20) compared to those taught conventionally (M = 6.33, SD = 1.35), with a mean gain of 2.18 versus 1.53 (t = 12.45, p < .001). The findings suggest that embedding TPACK in biology instruction enhances learning outcomes, although shifting students’ perceptions may require additional motivational strategies. It is recommended that Biology teachers adopt inquiry-based learning, collaborative group work, and hands-on experiments to maximise the pedagogical benefits of technology.