1.1 Introduction
Chemistry is a branch of science that finds applications at home and industry. According to Akpan (2016), chemistry is the study of matter and the changes that matter undergoes. It is a branch of science which deals with the study of the nature, composition and properties of matter and the changes matter will undergo under different conditions. Chemistry is an experimental science whose study involves exploration of relationship between theory and experiment (Otor, 2013).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Chemistry plays a major role in the development of scientific base of a country and Nigeria is not an exception. Despite the increasing importance of chemistry to the unfolding world, the performance of Nigerian students has taken a nosedive. However, it is disappointing to note that the students ‘performance in chemistry at internal and external examination has remained considerably poor despite the relative importance of chemistry (Saage, 2010).
Observation over the years is that students’ achievement in chemistry at Senior Secondary School level (SSCE) has not been very encouraging. According to WAEC, (2013), candidates that offered chemistry performed poorly in the areas of understanding of the concepts of equilibrium of reversible reaction, writing of formulae and correct balanced chemical equations as well as explanation of basic chemical principles, concepts and their applications.
The problem of underachievement in chemistry is of great concern to the government, parents, chemistry teachers and researchers in chemistry and several attempts have been made to tackle the problem. These attempts focused more on methods adopted for teaching. For instance, Masek and Yamin, (2012) found that students’ critical thinking ability in the problem based learning (PBL) group had not been significantly different from their counterparts in the conventional approach group, an indication that most of the so called innovative strategies have not given us the needed result. Though tried with other science subjects, the use of the Computer Assisted Instruction (CAI) is not common in chemistry especially at the SSCE level which is the focus of this study.
The Computer is an electronic device used for executing precisely stated rules with accuracy, rapidity and with real reliability. According to Eriba in Unongo, [2009], computer is capable of making calculation, storing information in various fields of study, designing devices, and making graphical representation of engineering parts and providing leisure in form of music. Studies have shown that computer self-efficacy has a positive effect on information literacy self-efficacy. Tuncer, [2013] and Geban, Askar, and Ozkan [2002] as well as Inci, John, Nilgun and Ozge [2006] and Mudasiru and Adedeji, [2010] all found the use of the computer in teaching to improve student’s achievement in chemistry and other sciences. However, integration of ICT into education system in Nigeria is still relatively poor.
Implementation of CAI as teaching strategy in schools is one prominent aspect of use of ICT worldwide. In classroom, CAI holds the promise of carrying the learners along as well as making them active rather than passive participants, stimulating their interest through visual representations that catches their attention to explore especially in the field of sciences. The fact that CAI could be tailored to meet target audience presupposes that it is adaptable, which renders its usage wide acceptance.
Other factor among many that could be indirectly or directly related to student’s achievement in chemistry is gender. Result from research findings have revealed that male students perform better than the females in physics, chemistry and biology generally (2010) while Agwagah as cited by Olom, (2010) revealed significant difference in achievement in favour of the females. Researcher such as Aiyedun, (2000) found no significant difference in the performance of boys and girls in mathematics. Thus there may be need to try the use of the CAI so as to be well informed of the achievement of male and female students.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Effect of Computer Assisted Instruction on Student's Achievement and Retention in Chemistry in Secondary School.
1.3 Statement of Problems
Student’s failure in chemistry examinations poses a lot of threat not only to science teaching and learning but also to technological development of Nigeria both now and in the future. Some factors may be responsible for the massive failure of students in chemistry examinations. These factors could be in the abstract nature of the subject which explains why many concepts including chemical reaction and equilibrium are found difficult by students. Reports in literature indicate clearly that students have difficulty answering questions requiring specific learning skills in chemical reaction and equilibrium.
Efforts have been made by science educators, researchers and stakeholders like STAN to provide solutions to the problems of learning difficulties in chemical reaction and equilibrium, but little or no efforts have been directed to the problems of learners in relation to the specific areas of difficulties in the subject matter contents, factors associated with the experienced difficulties, and ways of remediating the learning difficulties which students experience. This explains why there has perhaps been no marked improvement in students’ achievement in chemistry, in spite of efforts by professional bodies like STAN at teacher capacity improvement.
Majority of the studies on Computer Assisted Instruction (CAI) were done outside Nigeria. These studies particularly focus on the developed countries. Researches on Computer Assisted Instruction (CAI) in Nigeria are scanty. In Nigeria most of the available studies on Computer Assisted Instruction (CAI) on students’ academic achievement such as Fakomogbon et al (2014); Shamsideen (2015); Chado and Okwori (2015); Cyril (2016) were theoretical studies whose findings were subjectively based on the researchers’ personal opinions.
1.4 Aim and Objectives of Study
The aim of the study is to scrutinize the Effect of Computer Assisted Instruction on Student's Achievement and Retention in Chemistry in Secondary School In achieving this aim, the following specific objectives were laid out as follows:
- To examine the effect of computer assisted instruction on students’ retention in chemistry.
- To find out if the use of computer assisted instruction enhances students’ participation in lessons.
- To identify current challenges to students’ academic achievement in chemistry.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the relationship between Computer Assisted Instruction and students’ academic achievement in chemistry?
- Does the use of computer assisted instruction have an effect on students’ retention in chemistry?
- To what extent does the use of computer assisted instruction enhance students’ participation in lesson?
- To what extent does the use of CAI in teaching chemical reaction and equilibrium improve students’ achievement as against the use of conventional method?
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