Effect of An Interactive Digital Textbook for Academic Achievement and Learning Satisfaction in Lower School Biology
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This study developed and evaluated an interactive Digital Textbook (DT) to improve geneticslearning among 10th-grade students in Tanzania. Traditional approaches to geneticsinstruction often present abstract content that limits student engagement and understanding. To address these issues, the DT was created using the Genially platform, incorporatingmultimedia and interactive features to promote active learning. The development followedthe ADDIE model: analysis, design, development, implementation, and evaluation. A trueexperimental design with 30 secondary school students compared outcomes between anexperimental group using the DT and a control group using print-based textbooks. Resultsrevealed that the experimental group achieved significantly higher post-test scores (M = 7.49,SE = .46) than the control group (M = 6.05, SE = .46), F (1, 27) = 4.89, p = .036, η² = .153. Inaddition, students using the DT reported greater learning satisfaction. Qualitative feedbackhighlighted the effectiveness of multimedia and interactivity in enhancing understanding ofcomplex genetic concepts. These findings support the integration of interactive digital toolsin science education and call for investments in digital infrastructure, teacher training, andthe development of high-quality digital content to support broader implementation.
Abstract
This study developed and evaluated an interactive Digital Textbook (DT) to improve geneticslearning among 10th-grade students in Tanzania. Traditional approaches to geneticsinstruction often present abstract content that limits student engagement and understanding. To address these issues, the DT was created using the Genially platform, incorporatingmultimedia and interactive features to promote active learning. The development followedthe ADDIE model: analysis, design, development, implementation, and evaluation. A trueexperimental design with 30 secondary school students compared outcomes between anexperimental group using the DT and a control group using print-based textbooks. Resultsrevealed that the experimental group achieved significantly higher post-test scores (M = 7.49,SE = .46) than the control group (M = 6.05, SE = .46), F (1, 27) = 4.89, p = .036, η² = .153. Inaddition, students using the DT reported greater learning satisfaction. Qualitative feedbackhighlighted the effectiveness of multimedia and interactivity in enhancing understanding ofcomplex genetic concepts. These findings support the integration of interactive digital toolsin science education and call for investments in digital infrastructure, teacher training, andthe development of high-quality digital content to support broader implementation.