Abstract:
The study investigated the effect of computer-assisted instructions on non-science
students’ academic achievement and retention in some selected topics in organic
chemistry. The research design employed for the study was a Quasi-Experimental
specifically non-equivalent control group pre-test – post-test design. The total sample
size was sixty-nine (69) non-science students from Juaboso and Nana Ntaadu II
Senior High Schools. Two intact classes were purposively selected and used as the
experimental and control groups for the study. Data were obtained using students’
questionnaires and tests. The two groups were pre-tested, treatment (CAI for
experimental and traditional for control) administered for six weeks and post-tested. A
retention test was also administered to both groups six (6) weeks after the post-test.
Descriptive statistics such as mean and standard deviation, and inferential statistics
such as independent samples t-test, and dependent samples t-test were used in
analysing the collected data to answer four research questions and three null
hypotheses, which were tested at 0.05 level of significance. The t-test results for
control and experimental groups indicated that there was a statistically significant
difference between students Post-test scores of both control and Experimental groups.
Findings of the study also revealed that students taught organic chemistry using CAI
achieved significantly higher and retained knowledge better than those taught using
traditional teaching method. Conversely, there was no significant difference in the
mean achievements of the male and female students after using CAI. Based on the
findings of the study, it was concluded that CAI has positive effect on students’
academic achievement and retention ability in organic chemistry. It was therefore
recommended that CAI be integrated into Senior High School integrated science
instruction as this can result in significantly higher students’ cognitive achievement in
chemistry concepts than the traditional learning approaches.
Description:
A Thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
JANUARY, 2022