EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC PERFORMANCE AND RETENTION IN CHEMISTRY CONCEPTS

Abstract

The study determined the effect of Computer-Assisted Instruction on students’ academic performance and retention in chemistry concepts among senior secondary school students in Kankia, Katsina State-Nigeria. The study had two research objectives, two research questions and two null hypotheses. A total number of 123 students consisting of 78 males and 45 female selected using Simple random sampling techniques formed the sample for the study. The study adopted the pretest, posttest, and post post-test quasi experimental and control group design. The subjects in the experimental group were taught using Computer-Assisted Instruction (CAI), while the control group was exposed to lecture method for a period of six weeks. One validated research instrument, with reliability coefficient of 0.88, namely chemistry Performance Test (CPT), was used in data collection. Two null hypotheses were tested using t-test statistic at P ≤ 0.05 level of significance. The major findings from the study revealed that there is significant difference in the posttest mean performance scores of experimental and control groups in favour of experimental group. Furthermore, students exposed to Computer-Assisted Instruction had higher level of retention ability in learning chemistry concept than lecture group. The study found CAI an effective teaching method. Based on that findings emanating from this study it was recommended that federal and state governments should adequately train Chemistry teachers on using Computer-Assisted Instruction in teaching chemistry among others.