Dr Bernardine N. Nweze & Dr Josephine C. Nnadi
Abstract
Using a sample of 204 students, the study investigated the effects of mode of computer simulation with on-screen text and narration (STN) and computer simulation with on-screen text only (ST) on students’ achievement and interest in Chemistry in Enugu State. Guided by two research questions and two null hypotheses, the study adopted quasi-experimental research design. Four intact classes were used. During the lesson, simulation with on-screen text and narration was used in two schools (A&B), while in the other two schools (C&D), simulation with on-screen text only was used. Mean and the standard deviation were used to answer all the research questions, while analysis of covariance (ANCOVA) was used in testing all the hypotheses. Two instruments, Chemistry Achievement Test (CAT) and Chemistry Interest Inventory (CII), were used for the study. The CAT and CII were subjected to Kudder – Richardson 20 and Cronbach alpha statistics; a reliability coefficient of 0.96 and 0.84 were obtained respectively. Findings from this study showed, among others, that computer simulation with on-screen text and narration (STN) was more effective than simulation with on-screen text-only (ST). The study recommended that Chemistry teachers should use computer simulation with on-screen text and narration (STN) in teaching chemical bonding.