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ABSTRACT
The study assessed the ef icacy of CTCA in breaking barriers to students learning dif erent concepts in Biology. Four research questions were raised to guide the study. The descriptive research design was adopted for the study. A structured questionnaire was used as the instrument for data collection. The instrument was validated by the researchers’ supervisor and administered to 50 respondents. Data from the questionnaire were presented in tables and were analysed using mean and standard deviation. The findings of the study revealed that: the level of teachers’ knowledge of use of CTCA in the teaching and learning of biology is very low; CTCA use break barriers to students learning dif erent concepts in Biology; the challenges to the use of CTCA in the teaching and learning of Biology include: Technical issues (e.g., connectivity problems, software glitches), lack of resources (e.g., computers, software), resistance from students, time- consuming preparation and Teacher ICT skills; and there is a significant relationship between use of CTCA in the teaching and learning of Biology and students academic performance. Based on the findings of this work, the following recommendations are made: teachers training should done to increase teachers’ knowledge of use of CTCA in the teaching and learning of biology amongst others.
