effects of computer assisted instruction on academic performance of students
CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
There is
no simple and universal definition of science and technology, but the easiest way to understand these two concepts is while
science gives man a conceptual frame work of his physical and social world,
technology equips man with the tools, knowledge, skills, techniques and attitudes of mind with which to respond to the
challenges to the world. Hensicke (2016), sees technology as the application of knowledge and skills in solving
practical problems that is the knowledge and skills applied in using artifact
and processes. Abdullahi (2017),
stated that science is and activity culminating into a testable falsable,
verifiable body of knowledge through systematic and rational organization of
facts about a particular phenomenon of interest. Science is mainly concerned
with understanding natural phenomenon and creating conceptual frame works for
its explanation. The practical manifestation of
science in tools, and know how, which can best be described as
technology? Briefly, technology provides man lie support system that maintains him on the planet earth.
chemistry
is a branch of science; its genesis can be traced to certain practices, known
as Alchemy, which had been practiced for several decades in various part of the
world, particularly in Middle East. (Ancient Chemistry (2009), Chemistry is the
scientific study of interaction of chemical
substance that are constituted of atoms or sub-atomic particles protons,
electrons, and neutrons, chemistry Encyclopedia
(2010), Iwuagu (2019), defined it as the science concerned with the
composition, structure and properties of matter, as well as the changes
it undergoes during chemical reaction. Our
world is made up of matter; we study chemistry to acquire knowledge about
matter.
We perform experiment and learn to observe record and
make intelligent inferences. Studying chemistry gives us training in scientific
methods Computer
assisted instruction plays very crucial role in teaching content effectively.
If there are qualified teachers, recommended
textbooks, but no adequate computer assisted instruction facilities, this
may affect learning and teaching of chemistry. It is on this note that this
study is considered necessary.
1.2
Statement Of The Problem
Observation over the years is that students‟ achievement in chemistry at senior secondary school level
(SSCE), has not been very encouraging.
According to WAEC (2018), 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. Many factors can
contribute to this unacceptable trend the poor performance of chemistry
students. One of such factors could be lack/inadequate computer assisted
instruction facilities in our schools. This study therefore
intends to make a trust into the problem and thus pose the following questions:
a)
What
is the effect of computer assisted instruction on students ‟ achievement
and interest in the study of chemistry?
b)
To
what extent does the effect of computer assisted instruction affect students ‟ achievements and interest in chemistry?
1.3 PURPOSE OF
THE STUDY
The
general purpose of the study therefore was to investigate the effect of the computer assisted
instruction on students‟ achievement and interest in chemistry in some selected secondary schools within Zing L.G.
A Taraba State of Nigeria.
Specifically, the study aimed at find out whether:
1) There is significance difference in
mean achievement of students taught using
computer assisted instructions and those taught using conventional teaching
method.
2) There
is significance difference in mean interest rating between students taught using computer assisted instruction and those
taught using the conventional teaching method.
3)There
is significance difference in mean achievement score between boys and girls taught using computer assisted instructions.
4) There
is significance difference in mean interest rating score between boys and girls taught using computer
assisted instructions.
1.4 Research
Questions
The
research is set out to answer the following questions:
1.
What is the mean achievement scores of students taught
chemistry with computer assisted instructions and those taught using the
conventional teaching method?
2.
What are the mean interest ratings of students taught
chemistry with computer assisted instructions and those taught using the
conventional teaching method?
3.
Is
there any significance difference in the achievement score between boys and
girls taught using computer assisted instructions?
4.
To
what extent does the interest of rating of boys differ from girls taught
chemistry using computer assisted
instructions
1.5 Research Hypothesis
The following null hypotheses were tested
at 0.05 level of significance.
HO1: There is no significant difference between the mean
achievement scores of students taught chemistry with computer assisted
instructions and those taught using conventional teaching method.
HO2: There is no
significant difference between the mean interest rating of students taught
chemistry with computer assisted instructions and those taught using
conventional teaching method.
H03: There is no significant difference between the mean
achievement scores of boys and girls taught chemistry using computer assisted
instructions.
HO4: There is no
significant difference in the mean interest rating between of boys and girls
taught chemistry using computer assisted instructions.
1.6 Significance Of The Study
This research was under-taken in
order to find out if there is an effect of computer assisted instruction on
secondary school students‟ achievement and interest in chemistry. The
study is targeted at providing parents, teachers, students and the teachers‟ ways of encouraging a better performance for student
in chemistry.
1.
To
the Chemistry Teacher, this study will generally help in guiding and directing
the teacher in the preparation of the lesson plan,
that will relate to students computer assisted instruction in their home to
ignite, stimulate sustain and develop student interest in chemistry in
particular and science in general.
2.
To
the curriculum planners, the findings of this study will make it necessary now than before to specify
appropriate instructional strategies for enhancing students‟ interest
and making their subject students-centered. This will in turn help teachers/students
develop interest in chemistry classes.
3. To the Government and
non-Governmental organizations the findings will provide a different
point of view if the issue of poor performance of students in chemistry and
sciences in general is to be tackled, holistically it will emphasize the need
for organizing policies, seminars, lectures, workshops, etc. that will be aimed
at developing improving students interest in chemistry for the nation to
advance to a higher level in science and technology.
1.7 Scope Of
The Study
The
study is delimited to determining the effect of computer assisted instructions
on achievements and interest of senior secondary
school students in chemistry in Zing L.G.A Taraba State as well as the effects
on the learning outcomes with regards to gender. The study was carried
out to find the effect of computer assisted
instruction among senior secondary school students‟ achievement and
interest in chemistry. The class of interest is senior secondary (SSII)
chemistry students only in six selected secondary schools in Zing L.G.A Taraba
State, Nigeria.
The content area
to be covered in the study will be delimited to chemistry senior
secondary II scheme of works Week II to week viii topics.
CHAPTER TWO
LITERATURE
REVIEW
2.1 Introduction
Ø Students achievement in
chemistry.
Ø Factors affecting students‟
achievement in chemistry.
Ø Student’s interest in the study of
chemistry.
Ø Effect of gender in the study of
chemistry.
Ø Effectiveness of computer assisted
instruction (CAI)
Ø Summary of the review
CHAPTER THREE RESEARCH
METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Area Of Study
3.4 Population
3.5 Sample And Sampling Techniques
3.6 Instrument For Data Collection
3.7 Validation Of Instrument
3.8 Reliability Of Instrument
3.10 Administration Of Instrument
3.11 Method Of Data Analysis
CHAPTER
FOUR PRESENTATION AND ANALYSIS OF DATA
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
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