Ndomah Juliana Ikot, Dr Cecilia Obi Nja & Dr Essien Queency Etim
Abstract
The study investigated the effectiveness of synchronous and asynchronous e-learning on SS2 interest and academic achievement on electrolysis in Calabar Municipality, Nigeria. The quasi-experimental design was adopted. Two research questions and two hypotheses were formulated to guide the study. The population included 1,661 SS II Chemistry students. A sample of 120 SS2 students, drawn from four intact classes in four schools, was used. The instruments used for data collection were Chemistry Achievement Test (CAT) and Chemistry Interest Scale (CIS). The reliability of the research instruments was established using Kuder Richardson formular (K-R-20) for CAT and Cronbach alpha for CIS with reliability coefficients of .727 and .755 respectively. The research questions were answered using mean and standard deviation while the Analysis of Covariance (ANCOVA) was employed to test the hypotheses. The result of the analysis showed, among others that there is a significant difference between the mean scores of SS2 chemistry students’ interest when taught with synchronous and asynchronous e-learning. The researchers recommend that synchronous e-learning should be integrated into the curriculum of secondary school students studying chemistry.