Abstract
This study is an examination of the effect of the Computer Assisted Instruction (CAI) on senior secondary school students’ achievement in chemical reaction and equilibrium. The study employs a pre-test, post-test non-randomized control group design. The sample size of the study comprises of 24 males and 31 female students (N =55). Simple random sampling was used to assign intact classes to experimental and control groups, while purposive sampling was used to select 3 public senior secondary schools in Egbeda, LGA of Oyo State used for the study. The instrument used for the study is the Chemical Reaction and Equilibrium Achievement Test (CREAT). The students’ scores from CREAT were collected and analysed using mean and standard deviation to answer the research questions and ANCOVA was used to analyse data for testing the hypotheses at 0.05 level of significance. The result shows that there is a significant difference between the mean achievement of students taught chemical reaction and equilibrium using CAI and those taught same using conventional teaching strategy (Ϸ=0.003 0.05). Based on the findings, the study recommends that, government should increase funding for the entire educational sector in order to procure reasonable number of computers and its software like CAI and develop policy that will see to the judicious use of this items for senior secondary school to enhance teaching and learning with CAI strategy to aid achievement in chemistry.
Highlights
Background of StudyChemistry plays a major role in the development of scientific base of a country and Nigeria is not an exception
The number of students taught chemical reaction and equilibrium were made of 55 students that consist of 24 males and 31 female students. 25 students were taught using Computer Assisted Instruction (CAI), while 30 students were taught using conventional strategy
The Post-test mean difference shows the students taught with CAI performed better than students taught with the conventional strategy
Summary
Background of StudyChemistry plays a major role in the development of scientific base of a country and Nigeria is not an exception. Despite the increasing importance of chemistry to the unfolding world, the performance of Nigerian students has taken a nosedive. It is disappointing to note that the students ‘performance in chemistry at internal and external examination has remained considerably poor despite the relative importance of chemistry (Saage, 2010). Observation over the years is that students’ achievement in chemistry at Senior Secondary School level (SSCE) has not been very encouraging. According to WAEC, [2013], candidates that offered chemistry performed poorly in the areas of understanding of the concepts of equilibrium of reversible reaction, writing of formulae and correct balanced chemical equations as well as explanation of basic chemical principles, concepts and their applications. Chemistry is one of the subjects in which the students’ achievement at the SSCE level has remained persistently low in recent time [WAEC, “Chief examiners’ report may/June West African Senior School Certificate Examination.
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