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 analyzed 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 the pre-test and a substantial margin at the 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.