Effect of Computer-Aided Instruction on Chemistry Students’ Achievement in Organic Chemical Nomenclature in Enugu Education Zone of Enugu State, Nigeria

Abstract

This study investigated the effect of Computer-Aided Instruction on chemistry students’ achievement in organic chemical nomenclature in Enugu Education zone of Enugu State, Nigeria. One research question and one hypothesis guided the study. The design of the study adopted was quasi experimental, pretest-post test, non equivalent control design. The sample for the study comprised of 308 chemistry students (122 male and 186 female) purposively sampled from a population of 2,734 SS1chemistry students in Enugu Education zone of Enugu state. The instrument used for data collection was Teacher Made Organic Nomenclature Achievement Test (TMONAT) with 20 items multiple choice test. The instrument was constructed by the researchers and validated by two experts, one from the department of science education and one from the department of mathematics computer education (measurement and evaluation unit, Enugu State University of Science and Technology, (ESUT). TMONAT achieved a reliability of 0.87 calculated using kuder Richardson 20 (KR-20). Treatment lasted for six weeks. Mean and standard deviation were used to answer research questions while hypothesis was tested at 0.05 significance using Analysis of Covariance (ANCOVA). Males and Females were taught using computer-aided instruction (CAI). The findings of the study revealed that male and female chemistry students taught organic chemical nomenclature (OCN) with Computer-Aided Instruction (CAI) were almost at par in their achievement in OCN. Gender has no significance influence on students’ achievement in OCN with CAI. Based on the findings, it was recommended among others that Curriculum planners should include CAI as a model of instruction that promotes gender-equity.