ASSESSING THE IMPACT OF USING INSTANT GROUP MESSENGER AS CLASSROOM EXTENSION FOR TEACHING AND LEARNING BIOLOGY

Abstract

The COVID-19 pandemic significantly disrupted conventional classroom instruction due to
restrictions such as social distancing and limited physical interaction. Consequently, educators
were compelled to explore alternative instructional approaches that extend learning beyond the
physical classroom. This study assessed the impact of using WhatsApp as a classroom-extension
tool among tertiary-institution students during the COVID-19 pandemic. A quasi-experimental
design was adopted to compare students taught with the support of a WhatsApp group with those
taught using the traditional face-to-face lecture method. Fifty-six students enrolled in a third-year
Cell Biology course were randomly assigned to experimental and control groups. The experimental
group received course materials and participated in academic discussions through a WhatsApp
group, while the control group received instruction through conventional classroom lectures.
Academic achievement was measured using pre-test and post-test multiple-choice assessments.
Data were analysed using descriptive statistics and the Welch t-test, with Cohen’s d computed to
estimate effect size. Findings revealed a statistically significant difference in mean achievement
scores between the two groups, with the WhatsApp-supported group outperforming the traditional
lecture group by a moderate margin at pre-test and a substantial margin at post-test. The results
suggest that mobile instant-messaging platforms such as WhatsApp can effectively extend
classroom learning, promote collaborative learning, and improve academic performance. The
study recommends the integration of mobile-learning platforms into higher-education curricula to
enhance instructional delivery during emergencies and beyond.