Dr Joy Joseph Obi, Dr Mary Ideba Anari, Francis Betianabeshie Agim & Daniel Okon Edet
Abstract
This study investigated the effect of web-based learning on students’ interest and academic achievement in chemistry in Calabar South Local Government Area of Cross River State, Nigeria. The study adopted pre-test, post-test quasi-experimental research design. Two research questions and hypotheses guided the study. The sample comprised of 100 SSII students drawn from a population of 2,700 students in the study area. The research instruments were researchers made test tagged Chemistry Achievement Test (CAT) with a reliability estimate of 0.80 using Kuder Richardson R-20, and Student Interest Questionnaire with a Cronbach reliability index of 0.72. The data collected were analysed using mean, standard deviation and ANCOVA. The result revealed that differences in students’ interest and academic achievement were statistically significant in favour of those in the experimental group. It is recommended that chemistry and science teachers should integrate web-based learning in science classroom to enhance learners’ understanding of science concept and improve students’ interest in science classroom.