Abstract
This study determined the effects of Computer Assisted Concept Mapping (CACM) and Digital Video Instruction (DVI) instructional strategies on student’s achievement in chemistry. It also sought the effects of CACM, DVI on gender academic achievement of students. The performance of students taught with CACM and DVI were compared with those students taught with lecture method (LM). To carry out the study, four research questions were asked and three hypotheses, were formulated and tested. Related literatures were reviewed. A quasi experimental design specifically the non-randomized control group design involving three intact classes was used. The sample of the study consisted of 210 senior secondary two (SSII) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from 16 government schools that offer chemistry in Chanchaga and Bosso local government areas of Niger State. The three schools were assigned to the two experimental groups CACM and DVI and one control group (LM). One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.95 using Kuder –Richardson formular 20 (KR 20). Before treatment commenced, the CAT typed in white coloured paper was administered as pre-test to the three groups in the sampled schools. The treatment lasted for one month of seven lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in yellow coloured paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. Means and standard deviations were used to answer the research questions. Hypotheses were tested using Analysis of Covariance (ANCOVA), at 0.05 level of significance. The result of the analysis indicated that CACM and DVI had significant effects on student’s achievement in chemistry, but students in the CACM group achieved more. Gender was a significant factor in the student’s achievement in chemistry when treated with CACM and DVI. These findings imply that there is the need for chemistry teachers to adopt the use of CACM as well as DVI in teaching since they are effective in improving student’s achievement in chemistry. Thus, it is recommended among others, that state governments or their ministries of education and professional associations should organise workshops, seminars and conferences to train teachers on the use of CACM and DVI techniques. Finally, the limitations of the study, conclusions of the study and the summary of the study as well as suggestions for further studies were highlighted.
| Review project details | Comments |
|---|---|
| Number of Pages | 209 pages |
| Chapter one (1) | Yes Introduction |
| Chapter two (2) | Yes Literature review |
| Chapter three (3) | Yes methodology |
| Chapter four (4) | Yes Data analysis |
| Chapter five (5) | Yes Summary,discussion & recommendations |
| Reference | Yes Reference |
| Questionnaire | Yes Questionnaire |
| Appendix | yes Appendix |
| Chapter summary | yes 1 to 5 chapters |
| Available document | PDF and MS-word format |
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