Effectiveness of E-Content Teaching in Zoology Among Higher Secondary Students in Relation to Achievement

Abstract

This study examines the effectiveness of e-content teaching in Zoology for higher secondary students and its impact on academic achievement. Using a quasi-experimental design, 60 students were divided into control (traditional teaching) and experimental (e-content-based teaching) groups. Analysis of pre-test and post-test scores revealed the experimental group showed significantly greater improvement (90.04% gap closure) compared to the control group (47.47% gap closure). The large effect size (d = +4.04) demonstrates the substantial impact of e-content teaching. The study concludes that e-content instruction enhances Zoology learning outcomes and recommends its integration into higher secondary curricula.