Effects of Integrated Computer-Assisted Instruction on Students’ Academic Achievement in Chemistry in Secondary Schools of Gatundu North Sub-County, Kenya
| dc.contributor.author | Muiruri, Hiram | |
| dc.date.accessioned | 2026-04-28T08:26:41Z | |
| dc.date.available | 2026-04-28T08:26:41Z | |
| dc.date.issued | 2017-11 | |
| dc.description | A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education in the School of Education, Kenyatta University, November 2017. Supervisors 1. DR. Gichuhi Waweru 2. DR. Daniel Muindi | |
| dc.description.abstract | The problem addressed 1 this study was poor performance in Chemistry at KCSE level. The spocific pap addressed was the nature of Chemistry where many of the concepts, thoories, laws and principles are abstract, difficult to visualisc and thercfore difficult to undorstand leading to poor performance by students in Chemistry. The study sought to find o, if integration of Computer Assisted Instruction (CAI) would help to concretize such abstract ooncepts, make them more real, leading to better understanding, hence better performance in Chemistry. A topic in Chemistry “Structure and Bonding” was used m the study becausc it is abstract. An experimental design was used whereby experimental group was cxposed to Computer Assisled Instruction (CAI), while control group was taught using Conventional Instructional Technique (CIT) only. The target population was 2,060 form two students in 30 secondary schools within Gatundu North sub-oounty in Kiambu County. Sample size was 230 students from six secondary schools purposively sclected to have schools with computers for instructions. To have relative uniform samples, schools with close mean grades in Chemistry at KCSE were used and for gender-based comparison, all the schools used were mixed boys’ and girls” day schools. The study had four objectives. These were: To find out if integration of Computer Assisted Instruction (CAI) influenced students’ academic achievement in Chemistry as compared to Conventional Instructional Technique (CIT). To find out if there is significant difference in performance when integrated (CAI) is applied in teaching lonic Bonding compared to when (CIT) is used. To find out if there is mfluence of integration of (CAI) on academic performance of students in Covalent Bonding compared to when (CIT) is used. Compare performance of boys to that of girls in Chemistry when (CAl) is integrated and when (CIT) is used. Piloting was done in a different school from the sampled schools. This was done to test the instruments for validity and reliability. Data was collected using two instruments; Pre-test and Post-test. Pre-test instrument was administered to both control and experimental groups before treatment. Post-test instrument was administered to both groups after the treatment of samples. Data collected was analysed descriptively using frequencies and percentages. The mean marks were compared using Chi-square and Pearson paired t-test to establish if there was significant difference. Microsoft Excel 2010 and Statistical Package for Social Sciences (SPSS 11.5 for Windows) were used as tools for analysis. Results of analysis of pre-test indicated that both control and experimental groups had equivalent performance before treatment. The performance of learners in post-test indicated that experimental group had better results than control group, meaning that CAI had positive influence on leamers’ performance. On gender, both boys and girls did better with integration of CAL However, boys did better than girls did. The experimental group performed better in Ionic Bonding and also in Covalent Bonding than the Control group. Therefore, integration of CAI had positive effect on learning of Chemistry. The study recommended integration of CAI in Schools, Implementation of ICT policies in education that are already in existence. | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32980 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Effects of Integrated Computer-Assisted Instruction on Students’ Academic Achievement in Chemistry in Secondary Schools of Gatundu North Sub-County, Kenya | |
| dc.type | Thesis |