EFFECT OF COMPUTER ASSISTED INSTRUCTION ON STUDENTS ACADEMIC PERFORMANCE IN CHEMISTRY

December 19, 2023 admin Chemistry 0


CHAPTER ONE

INTRODUCTION

Background to the Study

In the current era, technology, particularly computers, has revolutionized human life, significantly impacting the teaching and learning processes. Instructional materials, including computer-assisted instruction (CAI), play a crucial role in making education more effective, enduring, and enjoyable. Computers, as both a material and method in instructional materials, enhance students’ concentration, understanding, synthesis, and positive attitude towards the subject. Visual instructional materials, supported by sound, images, and animations, are observed to be more lasting, enjoyable, and effective (De Mirel, 2014).

Research studies have consistently explored the effectiveness of computer-assisted instruction across various fields and grade levels. The traditional oral explanation method alone has proven to be insufficient, and the incorporation of visual content has been shown to enhance instruction’s lasting impact (Mayer, 2016). Computer-assisted instruction involves presenting written and visual information logically through a computer, allowing students to learn by reading text materials or observing graphic information. It is characterized by interactivity and individualized learning, enabling students to engage with the material at their own pace (Licatis & Atkinson, 1984; Wang & Sleeman, 2016; Curtis Howard, 1990).

The growth and development of nations heavily rely on science, technology, and mathematics education. Chemistry, as a science subject, is integral to science and technology-related courses in tertiary institutions, aiming to provide students with a substantial understanding of science and the ability to apply scientific knowledge in solving real-world problems. Chemistry encompasses the properties, composition, and structure of matter, as well as the energy changes involved in chemical reactions (Adeyemo, 2015).

The introduction of computer-assisted instruction in teaching chemistry has the potential to enhance students’ achievements in the subject, given the widespread excitement among secondary school students regarding computer usage. The science and technology curriculum aims to prepare individuals capable of keeping up with rapidly evolving science and technology, making the integration of computers in education inevitable (Serin, 2011; Ismar et al., 2002).

Computer-assisted instruction (CAI) technology offers a mode through which computers can be effectively used in the teaching and learning process. It has been viewed as a form of programmed instruction, contributing to active learning, knowledge construction, problem-solving skills development, and alternative solution discovery (Seweje & Jegede, 2005; Liao, 2007). CAI has the potential to engage and challenge students, making them active participants in the learning process, particularly in science education.

Given the significance of chemistry in national development and the increasing role of technology in education, this study focuses on investigating the impact of computer-assisted instruction on students’ academic performance in chemistry in selected secondary schools.

Statement of the Problem

Despite the advancements in teaching methodologies and the introduction of computer-assisted instruction, there are persistent challenges in the education system. Large class sizes, heterogeneous student populations, and the use of traditional lecture methods pose obstacles to effective science education. Moreover, the objectives of education have become multidimensional, requiring flexible teaching methods that traditional approaches struggle to fulfill. The use of technology in education is seen as a potential solution to these problems.

However, there is a gap in understanding the effectiveness of computer-assisted instruction, particularly in the context of teaching chemistry in senior secondary schools. The existing methods, even those proven effective, have not yielded the desired outcomes in terms of students’ academic performance. The recommended use of ICT facilities, such as computer-assisted programs, in chemistry for senior secondary education has not been thoroughly explored. Additionally, factors such as teachers’ attachment to traditional methods, the lack of computer-literate teachers, and the challenges associated with the application of computer-assisted instruction in senior secondary schools contribute to the academic performance issues.

Hence, this study aims to investigate the impact of computer-assisted instruction on students’ academic performance in chemistry in selected secondary schools, addressing the aforementioned gaps and challenges.

Objective of the Study

The major objective of this study is to investigate the impact of computer-assisted instruction on students’ academic performance in chemistry among selected secondary schools in Billiri local government area. Specifically, the study aims to:

  1. Examine the impact of computer-assisted instruction on the teaching and learning of chemistry.
  2. Compare the performance of students using computer-assisted instruction with those using conventional teaching methods.
  3. Investigate the influence of gender on students’ performance using computer-assisted instruction.
  4. Assess the attitude of students towards the use of computer-assisted instruction.
  5. Explore how Computer Assisted Instructional Package (CALPSSP) can enhance teaching difficulties in chemistry.

Research Questions

The study will address the following research questions:

  1. To what extent does the use of computer-assisted instruction impact the teaching and learning of chemistry in senior secondary schools?
  2. Do students taught with computer-assisted instruction perform better than students taught with conventional teaching methods?
  3. What influence does students’ gender have on their performance using computer-assisted instruction?
  4. What is the attitude of students towards the use of computer-assisted instruction?
  5. Can Computer Assisted Instructional Package (CALPSSP) be developed to address teaching difficulties in chemistry?

Research Hypotheses

The study will test the following hypotheses:

  1. There is no significant difference between the pre-test mean scores of students in the computer-assisted instruction (CAI) and conventional teaching method.
  2. There is no significant difference in the performance mean scores of male and female students in each of the experimental and control groups.
  3. There is no significant difference in students’ attitude towards the use of computer-assisted instruction.

Significance of the Study

The findings of this study will be beneficial to various stakeholders in the education system, including:

  1. Chemistry Students: The study will provide insights into the impact of computer-assisted instruction on academic performance, helping students understand the subject more effectively.
  2. Teachers: The study’s findings will guide teachers in choosing appropriate instructional materials and methods, fostering interest and reducing failure in the teaching and learning of chemistry.
  3. Curriculum Developers: Curriculum planners will benefit from understanding the interaction between gender and instructional approach on students’ performance in chemistry, aiding in curriculum planning.
  4. Ministry of Education: The Ministry of Education can use the findings to organize training programs and provide necessary resources, such as computers, to enhance the teaching of chemistry in secondary schools.
  5. Educational Researchers: Researchers and scholars will have access to academic literature on the impact of computer-assisted instruction on students’ academic performance in chemistry.

Scope of the Study

The study will focus on the impact of computer-assisted instruction on students’ academic performance in chemistry, specifically in selected secondary schools in Billiri local government area. Four schools with standard computer and science laboratories will be randomly sampled for the study.

Definition of Terms

  1. Computer-assisted instruction (CAI): An interactive instructional technique using a computer to present material and monitor learning.
  2. Program: A collection of instructions executed by a computer to perform a specific task.
  3. Teaching: The process of transferring knowledge from one person to another.
  4. Conventional method: Traditional teaching method where the teacher controls the learning environment
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