Enhancement of Chemistry Self-efficacy of Students using Computer Aided Instruction among Secondary school Learners in Kenya.
Julius, Judith Kinya
Twoli, Nicholas W.
Maundu, John N.
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Chemistry self-efficacy is to do with desire or confidence to perform well in Chemistry and has been predominantly low among secondary school students in Kenya, and many other developing countries. The study investigated the effect of Computer Aided Instruction (CAI) on Chemistry self-efficacy of students as compared to Conventional Methods (CM). The study adopted Solomon Four- Group, Nonequivalent Control Group Design which emphasizes Quasi Experimental design. A sample of 174 Form Two secondary school Chemistry students in Tharaka Nithi County in Kenya was used. Four schools were purposively sampled and randomly assigned as either Experimental groups or Control groups. The students of the Experimental groups were taught through CAI while the Control groups were taught through Conventional methods on the topics “the structure of the atom, the periodic table and chemical families” for six weeks. Data was collected using Students’ Self-efficacy Questionnaire (SSEQ) and was administered before and after exposure of intervention (CAI). Both descriptive and inferential statistics, in particular, t-test and Analysis of Variance was used to analyze the data. The study revealed that, the students taught through CAI obtained significantly higher Chemistry self-efficacy scores than the students taught through CM. Further, the study revealed that girls obtained higher Chemistry selfefficacy scores than their counterpart boys when taught through CAI. Thus, Chemistry teachers, should adopt CAI in their teaching to help in enhancing Chemistry self-efficacy of students, and by extension enhance performance in Chemistry.