Effects of Individualized and Cooperative Computer Assisted Instruction on Senior Secondary Schools Chemistry Students Achievement in Niger State

Abstract

This study examined the effects of individualized and cooperative computer assisted instruction on senior secondary school chemistry students' achievement in Niger state. A pretest - posttest control groups design was employed for the study. Three secondary schools were randomly selected and 20 students were randomly selected from each of the schools. Computer Assisted Package was developed and validated. A Chemistry Achievement Test (CAT) with reliability coefficient of 0.83 was used as instrument for data collection. Three null hypotheses were tested at 0.05 level of significance. Statistical Package for Social Sciences (SPSS) was used for the analysis using ANOVA. The findings from the study showed that there was significant difference between the mean achievement scores of students taught Chemistry using individualized and cooperative computer-assisted instructional package and those taught using conventional method. The result also showed that there was no significant difference in the mean achievement scores of male and female students in experimental groups I and II. From the findings, it was recommended that Government should as a matter of commitment equip schools with computer facilities, and Chemistry teachers should adopt individualized and cooperative assisted instructional strategies in teaching Chemistry concepts at the Secondary school levels.