Effectiveness of Computer and Video-Mediated Instructional Strategies in Teaching Practical Chemistry in Nigeria Secondary Schools
Keywords:
practical chemistry, Computer Mediated Instruction, Video Mediated Instruction, Classroom Demonstration Technique, Senior Secondary School students, instructional packageAbstract
This study examined the effectiveness of Computer Mediated Instructional strategy (CMI) and Video Mediated Instructional strategy (VMI) on the performance of students in practical chemistry and determined the effect of these modes of instructional strategies on the retention ability of the students. A pre-test, post-test control group design was used for the study. The population
for the study comprised of Senior Secondary School (SSS) II chemistry students in Akure South Local Government Area of Ondo State. 134 students in three intact classes from three randomly selected secondary schools in the LGA were used for the study. The three intact classes were assigned to the treatment groups and control group. The groups were taught with Computer Mediated
Instructional strategy (CMI), Video Mediated Instructional strategy (VMI) and Classroom Demonstration Technique (CDT) respectively. Pre-, post- and retention tests were administered to the students. The data obtained were analysed using one-way Analysis of Variance and, where significant differences occurred, the Scheffe’s post- hoc was used to determine the direction of the significant. The results showed that there was a significant difference in the performance of students taught with CMI, VMI and CDT (F = 33.54, p = 0.00).
In addition, there was a significant difference in the effectiveness of CMI, VMI and CDT in enhancing retention ability of students in practical chemistry (F = 26.62, p = 0.00). However, VMI was more effective in teaching practical chemistry (Volumetric Analysis).
