The Effectiveness of Computer-Assisted Instruction (CAI) in Promoting Pre-university Students’ Understanding of Chemical Bonding and Remediating Their Misconceptions

Abstract

In this study, the effectiveness of computer-assisted instruction (CAI) in promoting conceptual understanding and remediating misconceptions about chemical bonding concepts was investigated. For this purpose, the quantitative Chemical Bonding Concept Test (CBCT) and qualitative interviews were employed. The test consisted of 10 two-tier multiple-choice items. The CBCT was administered as pre-test and post-test to 50 preuniversity students in two intact classes of the same college. One of the classes was randomly assigned as the treatment group (N = 25) which was instructed using CAI, and the other class was assigned as the comparison group (N = 25) and instructed using traditionally designed chemistry instruction. An independent-samples t test was used to determine the treatment effects on students’ conceptual understanding. The analysis of the results showed a statistically significant difference between the post-test mean scores in favour of the treatment group after instruction (M exp = 15.40; SDexp = 1.96; M com = 12.52; SDcom = 1.61; t = 5.6803, df = 48, p < 0.0001). Post-test analysis also indicated that the students in the treatment group held fewer misconceptions than the comparison group students. Similar outcomes were also identified in the interview findings.