Effect of E-Module on the Academic Achievement of Chemistry Students at Secondary Level

Abstract

An experimental study was designed to find the effect of e-module on the academic achievement of chemistry students at secondary level. This study was quasi-experimental with pretest and posttest non-equivalent control group design. All female science students of 10th class of public school were the population of the study. A sample of 67 female students of 10th class was selected from a public school GGHS Sheikhpur, in the rural area. Two groups were named after the conduction of pretest as experimental group and control group. E-module was designed to teach experimental group. Module and instrument were piloted and validated through expert opinion. Data were collected through pretest and posttest. Data were analyzed through inferential statistics with the help of independent sample t-test. The findings of the study were significant as academic achievement of students of experimental group was enhanced in chemistry through teaching with e-module as compared to control group in the area of Understanding and Application. It is recommended that to minimize the use of traditional teaching methods in science subjects and to enhance the area of understanding and Application, teaching with e-module may be encouraged at the secondary level.