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The 2-way interaction effect of treatment and gender on Students‟ practical skill was significant in this study: the female students in the animation-based flipped group had the highest adjusted post-Biology Practical Skill mean score followed by the male students in the animation-based flipped group followed by the female students in the control group, followed by the female students in the video-based flipped group,

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followed by the male students in the video-based flipped group while the male students in the control group had the lowest adjusted post- Biology Practical Skill mean score. The interaction is ordinal. Possible reason for this ordinal interaction in favour of the female could have been the roles that the females performed during the study; the girls outnumbered the boys, and this was responsible for the girls always taking more active roles during the study. Such roles include the coordination of the groups and the collaborative practical sessions. It is possible that because the female were more than their male counterparts they are able to influence the work done in each of the groups thereby enhancing their performance. The results that tinted more to the female‟s side could also have been because of the nature of the packaging of the animation and video media. The colour use in the animation package and the video as well may have attracted the females than it did for the males, thereby making the treatment and gender to have a positive impact on the skills students are to acquire during the practical.

The result therefore shows that treatment and gender contributed more to the significant differences in students‟ practical skills. This finding is in line with the findings of Olatundun (2008), where the treatment was significant for the female. The treatment had more positive impact on the female than their male counterpart as far as practical skill acquisition is concerned, this probably is so because the female were more attracted to the package. However, the 2-way interaction effects of treatment and gender on achievement in Biology, as well as the 2-way interaction effects of treatment and gender on attitude to Biology are not significant. The interaction effects of treatment and computer self efficacy as well as gender and computer self efficacy were not significant.

This means that treatment and computer self efficacy as well as gender and computer self efficacy has little or no effect on students‟ achievement in practical Biology as well as in their practical skill and attitude. The three-way interactions of the variables also produced no significant effect on students‟ achievement in practical Biology, practical skill in Biology and attitude to Biology.

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SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings of the study, the conclusion and recommendations.

5.1 SUMMARY

The results of the study are summarised below

1. There is a significant main effect of treatment on students‟ achievement in practical Biology. Students in Animation-based flipped experimental group had the highest achievement scores, followed by students in the Video-based flipped experimental group. Students in the control group had the lowest achievement scores. On practical skills in Biology, there is also a significant main effect of treatment on students‟ practical skills in Biology: students in Animation-based flipped experimental group had the highest adjusted post mean scores in Biology Practical Skill, followed by students in the Video-based flipped experimental group. Students in the control group had the lowest adjusted post mean scores in Biology Practical Skill. Furthermore, on attitude to Biology, there is a significant main effect of treatment on students‟ attitude to Biology: students in the animation-based flipped group had the highest adjusted post-attitude mean score, followed by the video-based flipped group, while students in the control group had the least adjusted post-attitude mean score

2. There is a significant main effect of gender on students‟ achievement in practical Biology, the female students had a higher adjusted post-Biology practical Achievement Test mean score than their male counterparts. However, there is no significant main effect of gender on students‟ practical skill in Biology as well as in their attitude to Biology.

3. There is no significant main effect of level of computer self efficacy on students‟

achievement in practical Biology, practical skill in Biology as well as their attitude to Biology.

4. There is no significant interaction effect of treatment and gender on students‟

achievement in practical Biology as well as in their attitude to Biology. However,

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the 2-way interaction effect of treatment and gender on Students practical skill was significant: the female students in animation-based flipped group had the highest adjusted post- Biology Practical Skill Rating Scale mean score followed by the male students in animation-based flipped group followed by the female students in

the control group, followed by

followed by the male students in the video-based flipped group while the male students in the control group had the lowest adjusted post- Biology Practical Skill Rating Scale mean score. The interaction is ordinal.

5. There is no significant interaction effect of treatment and level of computer self efficacy on students‟ achievement in practical Biology, students‟ practical skill in Biology as well as their attitude to Biology.

6. There is no significant interaction effect of gender and level of computer self efficacy on students‟ achievement in practical Biology, practical skill in Biology as well as in students‟ attitude to Biology.

7. There is no 3-way interaction effect of treatment (instructional strategies), gender and level of computer self efficacy on students‟ achievement in practical Biology, practical skill in Biology as well as in their attitude to Biology