Effects of computer-assisted instructions on non-science students’ achievement in selected topics in organic chemistry

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.