Neji, H. A. & Ntibi, J.E
Abstract
The study examined the effect of e-learning devices on Chemistry students’ academic performance in Calabar municipality. Two (2) null hypotheses where formulated and tested at 0.05 level of significance. Post-test nonequivalent control group quasi-experimental design was used for this research. The sampling technique adopted for the study is purposive sampling technique; this was used to select four schools from the study area and also used to select respondents used for the study. The research instrument was 20 questions for the Chemistry Achievement Test and the reliability was ascertained using Kuder Richard formular -20 which yielded a reliability coefficient of 0.89. Data obtained was analyzed using independent t-test statistics. Treatment package was administered to the experimental and control groups using different e-learning devices in teaching Chemistry concepts. Result of data analysis revealed that the experimental group taught with e-learning devices significantly outperformed their counterparts taught with conventional method. More so, gender and school location showed a significant difference when taught with e-learning devices. Based on the finding recommendation were made that secondary schools and tertiary institution teachers should make a consorted effort toward the use of elearning devices that would enhance students’ performance in Chemistry and facilitate creativity in the learner.