Abstract
The study was conducted in the Kwahu East District of the Eastern Region of Ghana to investigate the effect of Computer Assisted Instruction (CAI) on the cognitive achievement of students in chemical bonding. The study employed a quasi-experimental research design implemented by a pre-test post-test control group containing intact, non-equivalent groups of students. The sample size of the study was forty-six (46) students - Twenty-Two (22) in the experimental group and twenty-four (24) in the control group. A researcher-developed instrument, Chemical Bonding Achievements Test (CBAT) was used for the collection of data. The instrument contained twenty (20) questions with a reliability coefficient of 0.72. The experimental and control groups were taught with CAI and Lecture teaching methods, respectively. Quantitative data collected were analysed descriptively and inferentially. The findings of the study revealed that teaching with CAI significantly enhanced the achievement of students in chemical bonding than those taught with the lecture method. The study further revealed that the performance of low achievers was improved when they had lessons with CAI. The study recommends the immediate implementation of CAI in Chemistry lessons since it could increase students’ attendance to class, motivation, attitude and their cognitive achievement in the subject. Keywords: Computer Assisted Instruction, Chemical Bonding Achievements Test, Chemical bonds, Cognitive Achievement DOI : 10.7176/JEP/10-20-02 Publication date :July 31 st 2019
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