Effectiveness of Using Computer - Assisted Supplementary Instruction for Teaching the Mole Concept

Abstract

This study examines the effect of computer-assisted instruction, (CAI), used as a problem-solving supplement to classroom instruction, on students understanding of mole concept. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. Four classes in two secondary schools were randomly selected, and were randomly divided into four groups. Each teaching strategy was randomly assigned to one group. The experimental groups received supplementary instruction delivered via CAI, while the control groups received similar instruction through recitation hours. The data were analyzed using t-test. It was found that the students who used CAI accompanied by lectures performed significantly better on the achievement test than those who attended recitation hours. The result suggests that CAI has the potential to improve students’ understanding of the mole concept.