Effectiveness of E-Content in Teaching Zoology among Higher Secondary Students in relation to Achievement

Abstract

This study investigates the effectiveness of e-content teaching in zoology among higher secondary students with respect to their academic achievement. Using a quasi-experimental pretest-posttest nonequivalent control group design, 60 students were divided into an experimental group taught using digital learning materials such as animations, videos, and interactive simulations, and a control group taught through traditional methods. Pre-test results showed no significant difference between the groups, confirming similar baseline knowledge. However, post-test scores revealed a significant improvement in the experimental group compared to the control group, indicating that e-content teaching positively influenced students' understanding and retention of zoological concepts. The findings suggest that integrating e-content enhances engagement and academic performance in science education. Recommendations include teacher training, curriculum integration of digital content, and increased access to technology in schools. The study provides evidence supporting the use of e-content as an effective teaching strategy to improve learning outcomes in zoology at the higher secondary level.