Abstract
This study determined the effects of Computer Assisted Concept Mapping (CACM) and Digital Video Instruction (DVI) instructional strategies on student’s achievement in chemistry. It also sought the effects of CACM, DVI on gender academic achievement of students. The performance of students taught with CACM and DVI were compared with those students taught with lecture method (LM). To carry out the study, four research questions were asked and three hypotheses, were formulated and tested. Related literatures were reviewed. A quasi experimental design specifically the non-randomized control group design involving three intact classes was used. The sample of the study consisted of 210 senior secondary two (SSII) chemistry students from three government owned secondary schools drawn using purposive and simple random sampling techniques from 16 government schools that offer chemistry in Chanchaga and Bosso local government areas of Niger State. The three schools were assigned to the two experimental groups CACM and DVI and one control group (LM). One instrument, the Chemistry Achievement Test (CAT) was developed and validated. An internal consistency of CAT was computed and found to be 0.95 using Kuder –Richardson formular 20 (KR 20). Before treatment commenced, the CAT typed in white coloured paper was administered as pre-test to the three groups in the sampled schools. The treatment lasted for one month of seven lesson periods for each group. The actual teaching was done by the regular chemistry teachers who were given special training for both experimental and control groups. After treatment session, the same instrument (CAT) which was retyped in yellow coloured paper and the questions reshuffled was re –administered to the subjects to obtain posttest scores. Means and standard deviations were used to answer the research questions. Hypotheses were tested using Analysis of Covariance (ANCOVA), at 0.05 level of significance. The result of the analysis indicated that CACM and DVI had significant effects on student’s achievement in chemistry, but students in the CACM group achieved more. Gender was a significant factor in the student’s achievement in chemistry when treated with CACM and DVI. These findings imply that there is the need for chemistry teachers to adopt the use of CACM as well as DVI in teaching since they are effective in improving student’s achievement in chemistry. Thus, it is recommended among others, that state governments or their ministries of education and professional associations should organise workshops, seminars and conferences to train teachers on the use of CACM and DVI techniques. Finally, the limitations of the study, conclusions of the study and the summary of the study as well as suggestions for further studies were highlighted.
CHAPTER ONE
INTRODUCTION
Background of the Study
The growth and development of most nations are dependent on science, technology and mathematics education. Science is that organized body of knowledge, which enhances the ability to acquire skills. It is a search for meaning or exploration of events in nature (Ifeakor 2006). Science and technology related subjects that would enable students have a substantial understanding of science and be able to apply scientific knowledge in solving problems in their ever changing society are Mathematics, Physics, Biology, Health Science, Introductory technology and Chemistry.
Chemistry is one of the compulsory subjects for one to study science/ technology related courses in tertiary institutions. It is the science that deals with the properties of different atoms, the ways in which they join together to form molecules, the interaction of various kinds of molecules with one another and the accompanying energy changes. It is the heart or nucleus of science (Adeyemo, 2005). The science of chemistry includes properties, composition and structure of matter as well as structural, compositional and energy changes involved in chemical reactions. From the foregoing therefore, the major objective of teaching chemistry in our schools is to enable the students interpret the universe, since the great variety of materials in the universe can be classified into two great entities: energy and matter. Chemistry has developed knowledge in all these areas of energy and matter which will significantly help in achieving the objective of interpreting the universe (Adeyemo, 2005).
The technological development of any nation lies in the study of science especially chemistry. The role of Chemistry in national development is acknowledged in the whole world (Udofia and Udo, 2006).The significance of chemistry in all fields of science and technology has made chemistry imperative to be included in the curriculum of senior secondary school to be offered by science oriented students. The Nigerian secondary school Chemistry curriculum has the following objectives:
- Facilitate a transition in the use of scientific concepts and techniques acquired in Integrated Science with Chemistry.
- Provide the students with basic knowledge in chemical concepts and principles through efficient selection of content and sequencing.
- Show Chemistry in its inter-relationship with other subjects;
- 2Show Chemistry and its link with industry, everyday life, benefits and hazards;
- Provide a course which is complete for students not proceeding to higher education while it is at the same time, a reasonably adequate foundation for post-secondary Chemistry courses. (FME & CESAC, 2009p.
With the importance of chemistry and provisions made by the Federal Government of Nigeria for effective teaching and learning of chemistry, the objectives of its teaching and learning as stated in the Nigerian secondary school chemistry curriculum is yet to be achieved. Chemistry is one of the science subjects which have been taught using different methods for instance, Ifeakor, (2005) used commercially produced Computer Assisted Instructional package to teach chemistry, while Olorundare, (2009) used Concept mapping and analogy to teach chemistry yet student’s performance in chemistry is not encouraging. The reasons for poor performance in chemistry as identified by the following researchers include: poor instructional strategies (Bajah, 2000; Olorukooba, 2007); abstract nature of science concepts (Nsofor, 2006; Ojiaku, 2003); lack of qualified teachers (Biodun, 2004); poor infrastructure and inadequate laboratory facilities (Shalw, 2003); and non-availability and utilization of instructional materials (Yusuf, 2004). Their findings are similar to that of Olorundare, 2007 who found that inadequate laboratory facilities and non-availability and utilization of instructional materials affect the teaching and learning of chemistry in the secondary schools. Also the chief examiner, West African Examination Council (WAEC, 2007), identified some areas of weaknesses of the students/candidates which were reported as a contributing factor to student’s poor performance. The areas identified include: Poor understanding of general principles and concepts, heat, energy changes, rates of chemical reactions, reversibility of reactions and chemical equilibrium.
The federal government of Nigeria made special provisions and incentives through the provision of laboratory facilities, instructional materials, training and retraining of teachers, provision of research grants and adoption of Information and Communication Technology (ICT) to improve the teaching and learning of science chemistry inclusive in our secondary schools. Since as part of the requirements for any school to be enrolled for WAEC and NECO is that the school must have science laboratories and with the importance of ICT in nation building, schools have been provided with computer systems through the school net programme. Furthermore, the federal government stated that “In recognition of the prominent role of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is an urgent need to integrate information and communication technology into Education in Nigeria (FGN, 2004:17). In furtherance to government support for science education, information and communication technology is adopted by the policy to apply to all levels of education. Such provision for secondary level of education is contained in section 5 number 30. She further states that “Science shall be taught in an integrated manner in the schools to promote in the students the appreciation of basic ideas”. For instance, schools in Minna are no exceptions as government have provided the computers in almost all senior secondary schools in Minna. Despite all the effort made by the Federal government, chemistry teachers and researchers, students perform very poorly. In order to improve the teaching and learning of chemistry the researcher is of the view that the use computer assisted concept mapping and digital video to teach chemistry may lead to better performance by the students.
Computer assisted instruction refers to instruction or remediation presented on a computer. Computer assisted instructions are interactive and can illustrate a concept through attractive animation, sound and demonstration. It allows students to progress at their own pace and work individually. Computers provide immediate feedback, letting students know whether their answer is correct or not. If the answer is not correct, it shows how the students can get the correct answer. So many researchers have used computer assisted instruction in different subject areas to improve effective teaching and learning. For instance Hall, Hughes, and Filbert, (2000), examined the effect of computer assisted instruction in reading by students. Their findings indicated an improvement in reading when computer assisted instruction is used for students. Also, Tapscott (2008) investigated the effect of computer assisted instruction on academic achievement in sciences; the result was also positive. Also Ifeakor (2005) examined the effects of commercially produced computer assisted instructional package on student’s achievement and interest in secondary school chemistry. In her study, she found that the commercially produced computer assisted instructional package had positive effect on the students’ achievement and interest.
Concept maps are forms of graphical organizers which allow learners to perceive the relationships between concepts through diagramming of keywords representing those concepts. These concepts are usually enclosed in circles or boxes of some type and relationships between concepts indicated by connecting lines linking two or more concepts. The process of using these graphical tools for organizing and presenting knowledge is referred to as concept mapping. For some years now, the researches on the effectiveness of using concept mapping instructional strategy to teach chemistry has been in place. These studies includes that of Czerniak and Haney (1998) who used concept mapping to improve achievement in physical sciences which includes chemistry, Nicoll, Francisco and Nakhleh (2001) investigated the effect of concept mapping on general chemistry achievement. Their findings showed a positive effect. Concept mapping has been found to be a good instructional strategy used by teachers to teach chemistry yet students fail the subject, this is evident in the results of students in the WAEC and NECO, hence the researcher used computer assisted instruction which incorporates concept mapping for teaching chemistry concepts anticipating that it may improve the teaching and learning of chemistry.
Computer assisted concept mapping is an instructional strategy that incorporates the use of computer instruction with concept mapping. Not much work known to the researcher have been done using these instructional strategy to improve teaching and learning, even where it has been used, it is outside the shore of Nigeria and no study has been found for chemistry. For example, Chien-hsun Tu (2006), conducted a study on the effect of computer assisted concept mapping learning in social studies. There was a positive effect on the students’ achievement in social studies.
Digital video instruction is an instruction presented through the use of a television monitor and a digital video disc or digital versatile disc (DVD). Digital video disc is an optical disc with storage media format. Its main uses are video and data storage. The digital video disc has a player which it uses to retrieve what has been stored into it. Both the digital video player and the television monitor require electricity to power them. The influx of home video’s/CD’S is an issue of great concern that needs to be addressed. The situation is such that parents and even youths of school age go after home videos instead of getting/purchasing educational DVD/CD; S. These students are allowed to watch these home videos for hours. It is therefore, the intention of the researcher to see how this ability to watch home videos can be utilized to achieve academic excellence in the classroom setting. Most researches that have been conducted are on videotape instruction. For instance, Osokoya, (2007) investigated the effect of video instruction on secondary school students’ achievement in History. The findings showed a positive effect on student’s achievement. Also, Orisabiyi (2007), who determined the effect of videotaped package on students achievement in biology found videotape instruction to be effective. Furthermore, Gbodi and Laleye (2006), found videotape instruction to be effective on students’ achievement in Integrated Science. Digital video instruction has been found to be effective in the learning of mathematics (Adebayo, 2008) and so the study considered its effectiveness when used to teach chemistry. From the studies made so far, no research known to the researcher has been carried out on the comparative effects of computer assisted concept mapping, digital video instruction and lecture method of teaching on student’s achievement in chemistry.
Historically, in most countries of the world the educational provision for boys and girls was clearly differentiated. This difference in treatment through education created and sustained gender gap, which also became visible in the science, technology and mathematics education provided. The historical background of the provision of education in Nigeria serves to give a picture of how tradition and culture has placed women and girls at a disadvantage, and restricted them to a narrow range of occupation and careers. Njoku (2009), in his study on enhancing the relevance of chemistry curriculum delivery using science, technology and society (STS), stated that female students under-achieve in science, technology and mathematics education relative to their male classmates. Gender has been identified as one of the factors influencing student’s achievement in the sciences at senior secondary school level (Anagbogu & Ezeliora, 2007 and Nsofor, 2007). Researchers (Ifamuyiwa, 2004; Iwendi, 2009) have shown that males achieve higher than females in science and technology concepts. It has been noted that males perform better than females in chemistry (Ifeakor, 2005). No gender difference in student academic achievement has also been observed (Yusuf and Afolabi 2010). The contradictive evidences in academic achievement due to gender had necessitates the need to verify how computer assisted concept mapping and digital video instructional strategies can influence student’s achievement in chemistry. This study therefore, examined the effects of computer assisted concept mapping and digital video instruction on students achievement in chemistry.
Statement of the Problem
The performance of students in science generally and chemistry in particular has been quite unsatisfactory over the years (Olorukooba, 2007; WAEC, 2010, NECO, 2010). The external examining bodies such as West African Examination Council (WAEC) and National Examination Council (NECO) have repeatedly reported poor performance in chemistry.
The report of the chief examiner, West African Examination Council 2004-2005 revealed that candidate’s performance was poor. For the years 2006 and 2007 the report is that there is no improvement in the performance of candidates who sat for Secondary School Certificate Examination (SSCE) in chemistry. Furthermore, a critical look at the statistics of candidates’ enrolment and performance in chemistry in Nigeria between 2002 and 2007 (appendix A), and candidates enrolment and performance in chemistry in Niger state for the years 2000 to 2007 (appendix B), shows that the performance of the candidates was poor. The percentage failure of chemistry students in the secondary school certificate examination (SSCE) for the years 2000, 2001, 2002, 2003, 2004 and 2005 are 67.42, 60.99, 53.67, 41.40, 53.28 and 46.40 respectively while the years 2006 and 2007 recorded 50.73 and 70.77 percentage failure. Also, WAEC chief examiners report for 2008-2010 indicated poor performance. In the report, 2008 recorded 77% failure, 2009 recorded 79.67% failure while 2010 recorded 80% failure. The persistent poor performance, according to the chief examiner for the years 2008- 2010 was as a result of: Poor understanding of general principles and concepts, heat, energy changes, rates of chemical reactions, reversibility of reactions and chemical equilibrium. This poor performance as indicated by the results can be attributed to many factors which includes lack of appropriate and effective use of media. This is evident from the results of the senior secondary school certificate examination for chemistry in Niger state. See appendix B. Despite all that has been done to improve students’ achievement especially in chemistry, students still perform poorly. Therefore, as a result of this evident poor performance by students, the study determined the effects of computer assisted concept mapping and digital video instruction on student’s achievement in chemistry.
