Effects of computer-assisted instruction and reinforcement instructional approaches on chemistry students’ achievement

This study adopted the pretest posttest planned variation quasi-experimental research design to investigate the comparative effects of computer assisted instruction (CAI) and reinforcement instructional approach on secondary school chemistry students’ learning. The sample consisted 530 SS 2 Chemistry students in ten public secondary schools. The chemistry achievement test (CAT) was used to collect data. The internal consistency of the instrument was determined to be 0.75 using the Kuder-Richarson-20 method. The findings of the study revealed that there was a significant difference between the mean achievement scores of students taught with computer assisted instruction and students exposed to reinforcement learning approach in favor of computer assisted instruction. The study further revealed no significant interaction effects of the teaching methods and sex on students learning outcomes.