Impact of E-Content Teaching Strategies on Zoology Achievement Among Higher Secondary Students

Abstract

This study investigates the effectiveness of e-content teaching strategies on the academic achievement of higher secondary students in the subject of Zoology. A quasi-experimental design was employed, involving two groups of students: an experimental group and a control group. The experimental group was exposed to multimedia-based instruction, which included the use of educational videos, animations, simulations, and interactive content tailored to the Zoology curriculum. In contrast, the control group received instruction through conventional chalk-and-talk methods. Both groups were assessed using pre-tests and post-tests to measure changes in academic performance. The pre-test results confirmed that the groups were similar in baseline knowledge. However, the post-test results showed a substantial improvement in the experimental group’s performance. The gain ratio analysis revealed that students in the experimental group closed a greater portion of the learning gap compared to their counterparts. Furthermore, the calculated effect size indicated a large positive effect of e-content instruction. These findings suggest that digital tools significantly enhance students’ understanding of complex biological concepts. The interactive nature of multimedia helped improve retention and engagement. The study highlights the transformative potential of e-content in secondary science education. It supports the need for integrating technology into classroom instruction to foster deeper learning. Based on these results, it is recommended that multimedia-based strategies be widely implemented to improve science education outcomes.