The Effect of Using Computer-Aided Instructional Method on Tenth Graders' Immediate and Postponed Achievement in Chemistry (in Salfit Governorate)

This study sought to find out the impact of using computer-aided instructional method on the tenth graders' achievement in chemistry compared with traditional teaching method used in chemistry classes. The sample of the study consisted of 57 students (22 males and 33 females) at Deir Bailout High School for Boys and Deir Bailout High School for Girls. The subjects were divided into two groups experimental and controlled group. In the two groups, the experimental and the controlled groups, the subjects received scientific information through the traditional lecturing method and the computer-aid instructional method. The subjects received instruction, in separated groups, in their own schools and during same period of time. The study lasted for two weeks, during which each group had eleven class meetings. Prior to the study, a test was developed to measure the students' knowledge in chemistry. The test in question was administered to all the subjects. The test was administered again to the same students. On the basis of test results, the subjects were divided into two groups: experimental and controlled groups. The researcher had access to the subjects' school grades in science to make use of them in his study. A computerized-educational software program on chemistry, developed by Shakhr Computer Software Company, was used in the study. The topics in the program included nature and shape of matter; mixture and compound; atomic theory; the atom; electron distribution; electron movement and positions; isotopes; Avogadro principle; Dalton theory and Rutherford model. The software program was administrated to the experimental group. In the controlled group, the researcher used the lecturing method (traditional way). The same topics were given to the two groups. This study attempted to find answers to the following questions: - Are there significant differences in the students' achievement means in the immediate and postponed scientific achievement test? - Are there significant differences in the students' achievement means which may be attributed to method of teaching? - Are there significant differences in the students' achievement means, in the achievement tests, which may be attributed to sex variable? The questions of the study, were converted into null-hypotheses to be tested at significant level (α = 0.05). The results indicated the following: • There were no significant differences at significant level (α = 0.05) in achievement means of 10th graders due to methods of teaching. • There were no significant differences in achievement means of students in their immediate and postponed scientific achievement test. • There were no significant differences at significant level (α = 0.05) in the achievement means of 10th graders due to sex. After completion of the presentation of the teaching material to the two groups, a final test was given and administered to them to measure the degree of their achievement. The test was administered to all subjects of the sample once, and four days after completion of teaching material presentation. The purpose was to measure the extent of their achievement in the material taught to them. Another test was given to them one month after the first test to measure the degree of their retention of the scientific information. The researcher graded all the tests and got the preliminary results. To arrive at the results of the study, he used the following statistical processes: frequencies distribution, percentages, arithmetic means, standard deviations and t-test. After making the statistical analysis, it was found that there were statistically significant differences in the arithmetic means of students'achievement in the pre-testing knowledge and the academic achievement test. It was also found that there were statistically significant differences in the means of immediate and postponed academic achievement tests. However, no statistically significant differences were found in the means of achievement of students who had received computer-aided instruction and students who had received traditional instruction of material on retention of information. There were also no statistically significant differences in the means of students' achievement which might be attributed to sex variable. In the light of these results, the researcher recommends that further empirical research and studies be conducted in this field to find out the role of educational computer in different school stages and disciplines. He also recommends the study of the impact of place of teaching, for the researcher couldn't study this factor. He additionally suggests that computer curriculum be developed in schools, computers be provided to all of them and both teachers and students be trained in their use.