IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN CHEMISTRY
Keywords:
Technology-Assisted Instruction, Chemistry Education, Academic AchievementAbstract
This study focused on secondary school chemistry students’ achievement in chemistry. The study was carried out in Ovia North East Local Government Area of Edo State, , Nigeria. A quasi-experimental design was employed in the study involving 200 secondary school students from four schools were selected. In selecting the sample for the study, stratified simple random sampling technique was used. Data were collected using chemistry achievement test (CAT) and a questionnaire involving Challenges in the Use of Technology in Chemistry (CUTC). The instruments were validated and reliability determined the strength of the instrument and reliability index of .82 and .70 respectively were obtained before it was used. Independent samples t-tests statistics was use to analyze the data. Results indicated a significant difference in the academic achievement of the treatment group compared to the control group; a non-significant difference in the academic achievement of male and female students achievement in the treatment group. Qualitative findings highlighted several challenges, including technical issues, lack of resources, and insufficient training for teachers as challenges impacting the use of technology-assisted instruction in teaching.
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