COMPUTER ASSISTED LEARNING AND ITS EFFECT ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CHEMISTRY, CASE OF MAKUENI COUNTY, KENYA

Abstract

This study investigated the impact of Computer Assisted Learning (CAL) on students’ achievement in Chemistry in public secondary schools in Mbooni East Sub-County, Makueni County, Kenya. The study was guided by the following objectives: determine the difference in achievement in Chemical Bonding between learners introduced to CAL and those taught using conventional methods (CM), establish the gender effect on achievement of learners introduced to CAL, determine the perceptions of learners towards CAL and determine the perceptions of teachers of Chemistry towards CAL. Quasi-experimental design was used in which 180 Form 2 students and 4 Chemistry teachers who administered the treatment in the 4 selected schools with ICT infrastructure participated. The 4 selected schools were categorized either as control or experimental groups, 2 in each case. The experimental group was introduced to CAL using Computer instructional materials developed by Computers for Schools Kenya (CFSK) for 3 weeks while the control group was taught using CM. Data collection was done using Pre-test Chemistry Achievement Test (PRCAT), Post-test Chemistry Achievement Test (POCAT), Learners’ motivational scale and teachers’ interview schedule. Quantitative data was analyzed using both descriptive and inferential statistics in the form of means and t-test. Qualitative data was analyzed using Frequency distribution, means, Chi-square and thematic approach, where the results from Chemistry teachers’ interviews were organized into themes consistent with the study objectives. The findings showed that there was a significant difference in achievement between the students in the control and experimental group (p= 0.001<0.05). However, gender was found to have insignificant influence on the CAL strategy to teaching and learning of Chemistry (p=0.927>0.05) therefore both boys and girls benefit equally when taught using CAL. The use of CAL was also reported by the majority of learners to be enjoyable making learning of abstract concepts easy. The teachers perceived the use of CAL to be a better alternative instructional method with the potential to improve student performance compared to conventional methods. Following the findings, the study recommended intensive application of CAL in the classroom instruction due to the advantage it offers over conventional methods in improving learners’ performance.