Effects of Moodle Platform-Enhanced Instruction On Motivation Among Chemistry Undergraduate Students In Taraba State Universities, Nigeria

Abstract

This study investigated the effects Moodle Platform-enhanced instruction on motivation among chemistry undergraduate students in Taraba state universities. A Quasi-Experimental Pre-test, Posttest, Non-equivalent and Non-randomized groups Design was adopted. Two research questions and two research hypotheses were formulated for the study. Purposive sampling technique was adapted for the study. The sample size consists of 295 second year Chemistry universities students drawn from two Universities from Taraba State, Nigeria using an intact class, one school was assigned experimental group and the other as control group respectively. A validated Chemistry motivational inventory Scales (CMIS) was used. Cronbach alpha was used to determine the reliability of the instrument and the coefficient was found to be0.83. Data collected for CMIS was analyzed using mean rank and sum of rank to answer research question while Mann Whitney and Kruskal-Wallis were used to test the hypotheses at 0.05 alpha level of significance. The study revealed that students taught chemistry using Moodle platform enhanced instruction had significantly higher mean motivation scores than those taught using lectures method (N=295, Uvalue 5966.0, Pvalue 0.00<0.05). There was a significant difference in the mean motivation scores of male and female student in experimental and control group (N=295, df= 3 Hvalue 32.87, Pvalue 0.00<0.05). Based on the findings of the study, it was recommended among others that Universities should implement the use of Moodle platforms enhanced instruction in teaching and learning process for the purpose of developing positive motivation in students and Moodle platform should be used on single sex to improve their motivation in chemistry.