1.1 Introduction
Computer Assisted Instruction (CAI) is a method, which uses a computer in the teaching and learning, thereby strengthening students’ motivation and education in the process. In other words, use of CAI creates a learning environment where a computer program or its application is used to assist in teaching and learning of a particular subject. This is because the use of CAI gives opportunities to both students and teachers to learn at their speed and combine active learning with CAI (Daintith, 2004). Educational technology is the effective use of technological tools in learning and incorporates numerous types of media that deliver, example text books, audio CDs, photographs and animated information in the teaching and learning process (Garrison, 2011).
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
In advanced nations, CAI has long been considered as a method for addressing school improvement since it offers advantages over traditional instruction. CAI involves a one-on-one interaction, multimedia capabilities that enrich the lesson presentations, self-pacing and instantaneous feedback (Zhao & Lei, 2012).
In Nigeria, studies on use of CAI in teaching and learning of chemistry are few. The few documented research findings however tend to corroborate the observations by researchers globally. For instance, Etukudo (2003), in a study on effects of computer assisted learning (CAI) on Nigerian secondary school students’ achievement in Mathematics, showed that achievement of students exposed to CAI was better than that of their counterparts exposed to the traditional methods. In a study on enhancement of science performance through computer-assisted instruction among selected secondary school learners in Nigeria, Samuel (2012) noted that the improvement in science performance by the experimental group resulted from the application of CAI in science lessons and that the instructional methods used by teachers influence the performance of the learners.
Daintith and Wright (2008) argued that over the last two decades, the use of CAI has become more and more widespread and vital mostly in difficult subjects, and specifically in the sciences. Some of the factors mentioned by researchers for the use of CAI in chemistry education include the capability to provide information in form of text, graph, audio, video, picture, animation and simulation which aids in strengthening student’s mastery level. There is a form of one-to-one instruction and the opportunity for the students to proceed at their own pace, repeating parts of the exercise as they wish, none of which are available in a didactic classroom situation. In addition, there is the added variety and, perhaps, novelty in CAI, along with the potential to use vivid and animated graphics, enabling three dimensional aspects, and other features to be viewed more realistically (Sanger & Greenbowe, 2000).
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.
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 Epe, Lagos State where the research was carried out, the activities that was conducted is to know the Effects of Computer Assisted Instructions on Senior Secondary Schools Students’ Academic Achievement.
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 investigate the Effects of Computer Assisted Instructions on Senior Secondary Schools Students’ Academic Achievement in Chemistry using Epe, Lagos State as a case study. In achieving this aim, the following specific objectives were laid out as follows:
- 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;
- To examine the effect of computer assisted instruction on students’ retention in chemistry; and
- To determine the relationship between Computer Assisted Instruction and 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?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant relationship between computer assisted instruction and students’ academic achievement in chemistry.
- H02: There is no significant effect of the use of computer assisted instruction on students’ retention in chemistry.
- H03: There is no significant relationship between the use of computer assisted instruction and students’ participation in lessons.
1.7 Significance of Study
The findings of the study will serve as feedback to the education sector especially the departments of Teacher Training and Development and Curriculum and Evaluation. The findings of the study will also influence policy formulation pertaining to the training of government teachers in the future. Teachers will also be aided on the efficient use of computer assisted instruction (CAI) to reach across diverse learners in the teaching-learning process.
It is anticipated that the analytical, conceptual and empirical results of the study will enhance the understanding of significant issues relating to computer assisted instruction. The result of the study will also serve as a useful tool for scholars and researchers in the field of education, who would want to carry out further research in this domain. Its findings will as well be significant to policy makers and implementers at large. Lastly, this study will also constitute a useful and interesting text in library and would also provide a data base for future research work.
1.8 Scope of the Study
This study focuses on scrutinizing the Effects of Computer Assisted Instructions on Senior Secondary Schools Students’ Academic Achievement in Chemistry using Epe, Lagos State as a case study. It thematically explored issues relating to computer assisted instruction (CAI) and students academic performance in the district area with a view to providing a framework for future solutions.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Operational Definition of Terms
Computer Assisted Instruction (CAI): Encompasses a broad range of technique that supplements the classroom teaching and learning environment.
Computer: A computer is a machine that receives, stores or processes data quickly according to a stored program.
Students’ Academic Achievement: This is an outcome of how students deal with their studies and how they cope or accomplish the numerous tasks given to them by their teachers.
