Influence of computer aided instruction on students’ achievement, self-efficacy and collaborative skills in chemistry in secondary schools of Tharaka-Nithi County, Kenya
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Date
2018-01
Authors
Julius, Judith Kinya
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The study investigated how the use of Computer Aided Instruction (CAI) affects students’
achievement, self-efficacy and collaborative skills in learning Chemistry when compared
with the use of Conventional Instructional Methods (CIM). The objectives of the study were:
To investigate the effect of CAI on students’ achievement in Chemistry when compared with
CIM, to establish gender difference in Chemistry achievement when students are taught using
CAI, to assess students’ self-efficacy in the learning of Chemistry when taught using CAI and
CIM, to establish gender difference in students’ self-efficacy in Chemistry when students are
taught with CAI, to determine students’ development of collaborative skills in Chemistry
when taught using CAI and CIM, and to establish the challenges of employing CAI In
Chemistry. The study adopted quasi experimental design, based on Solomon Four- Group,
Non-equivalent Control Group Design. There were 15 secondary schools with computer
laboratory in Maara District, Tharaka Nithi County. Four Extra-County secondary schools
with computer laboratory were purposively sampled which included two girls’ only and two
boys’ only schools. The four schools were then randomly assigned to either experimental or
control groups. The study sample comprised of 174 Form Two Chemistry students from the
four sampled schools. The study involved two Experimental groups which were taught
through CAI method (use of tutorials, simulations and drill and practice applications) and two
Control groups which were taught through CIM (non- computer aided methods) on the topics
“Atomic structure, Periodic Table and Chemical families” for six weeks. Data was collected
using three instruments namely; Chemistry Achievement Test (CAT), Students’ Self-efficacy
Scale (SSES) and Classroom Observation Schedule (COS). Each of the instruments was
administered before and after exposure of treatment (CAI) to both experimental and control
group. Pilot testing of the treatment instrument, CAT, SSES and COS was done in two
secondary schools in Maara Sub-county having the same characteristics as the sample
schools. The reliability coefficients of the CAT and SSES were estimated using Cronbach’s
Alpha Coefficient and an alpha coefficient of 0.720 and 0.884 was obtained respectively. The
researcher administered the CAT and SSES instruments with the assistance of Chemistry
teachers in the sampled schools while the COS was utilized by the researcher. Data was
analyzed using both descriptive and inferential statistics. The differences between the group
means was analyzed using t-test, Analysis of Variance and Analysis of Covariance. The
statistical significance was tested at α = 0.05. The study revealed that, the students who were
taught chemistry with CAI obtained higher chemistry achievement scores, higher selfefficacy
scores and higher collaborative skills scores than the students who were taught with
CIM. The study further revealed that girls obtained higher chemistry achievement scores and
also higher self-efficacy scores than boys when taught with CAI. The study further revealed
that chemistry teachers faced some challenges including inadequate ICT resources when
employing CAI in classroom instruction. The findings of this study would be beneficial to
chemistry teachers in adopting instructional strategies that would help improve students’
achievement, self-efficacy and collaborative skills in chemistry. In addition, the findings
would be valuable to all stakeholders concerned with the enhancement of learning chemistry.
Description
Thesis Submitted in Fulfilment of the Requirement for the award of degree of Doctor of
Philosophy in the School of Education, Kenyatta University
January, 2018