Application of Modern Educational Technologies in the Study of Biology in Technical Colleges
DOI:
https://doi.org/10.15294/jpii.v15i3.46644Keywords:
augmented reality, critical thinking, digital competences, multimedia technologies, online platformsAbstract
Digital technologies are increasingly used in biology education, yet evidence from vocational colleges in Central Asia remains limited. This study assessed the effectiveness of digitally enhanced biology instruction among 102 second-year students at Bishkek Technical College, Kyrgyzstan. A quasi-experimental design was applied, with 51 students receiving conventional instruction and 51 following a modified programme that incorporated multimedia presentations, online platforms, mobile applications, videos, and virtual laboratory simulations. Both groups completed theoretical tests, laboratory work, problem-analytical tasks, and a learning-satisfaction questionnaire. The experimental group achieved significantly higher laboratory scores than the control group (77.51±13.08 vs. 67.45±13.32; t(100)=3.85, p=0.00021, Cohen’s d=0.76) and higher overall semester scores (73.34±7.67 vs. 67.76±6.65; t(100)=3.93, p=0.00016, d=0.78). Learning satisfaction was also higher in the experimental group (6.75±1.97 vs. 5.45±1.95; t(100)=3.35, p=0.00114, d=0.66), whereas differences in theoretical knowledge and problem-analytical performance were not statistically significant. Satisfaction positively correlated with academic performance (r=0.31, p<0.05). The study contributes empirical evidence that blended, low-cost digital instruction can strengthen practical biology skills, motivation, and vocationally relevant competences in resource-constrained technical colleges.
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