Untitled

Abstract

This study aimed to analyze the impact of computer-assisted teaching strategies on student motivation in biology in Baringo County. The study used Solomon's Four-Quasi experimental style to perform the investigation. Purposive sampling was accustomed select eight extra-county secondary faculties in Baringo to integrate computer power-assisted Teaching into schoolroom teaching and learning. The investigator selected the study's sample schools employing a stratified sampling technique. The 324 biology students were elite from a sample distribution of additional County secondary schools. The experimental and control teams were randomly chosen using a random variety generator. The testing team got a method that relied on computers, whereas the management groups received traditional instruction. The Biology action check and the Biology Motivation form used two study instruments. The data were examined descriptively and statistically. Frequency and proportion analyses were used, and the t-test was used to explore the variations between groups. The study's hypotheses were tested with a confidence level of 5%. The study found that mistreatment of the technique will impact student motivation in biology. The results indicate that students were exposed to CATS, and statistical significance was disclosed in students' motivation. The study of CATS is efficient thanks to increasing student motivation in biology courses.