EFFECTS OF COMPUTER-ASSISTED-INSTRUCTION AND PROBLEM-BASED LEARNING ON CHEMISTRY STUDENTS’ ACADEMIC ACHIEVEMENT IN IUPAC NOMENCLATURE OF ORGANIC COMPOUNDS IN OGUN STATE

Abstract

Persistent challenges in mastering the IUPAC nomenclature of organic compounds among Nigerian secondary school students call for innovative instructional approaches. This study investigates the Effects of Computer-Assisted-Instruction (CAI) and Problem-based Learning (PbL) on Chemistry Students’ Academic Achievement in IUPAC Nomenclature of Organic Compounds in Ogun State. The research employed a quasi-experimental pre-test, post-test, control group design, involving 160 SS2 students from three co-educational public secondary schools in Obafemi Owode LGA, Ogun State. One school with computer facilities was assigned to the CAI group; the others were randomly assigned to the PbL and control groups. Data were collected using a validated 40-item instrument IUPAC Nomenclature of Organic Compounds Achievement Test (INOCAT) and analyzed with Analysis of Covariance (ANCOVA)(KR-20=0.87). Results showed a significant effect of instructional methods on achievement (F_{(2, 153)} = 52.464, p < 0.001, η² = 0.407), with CAI outperforming PbL and the control. Pairwise comparisons revealed significant differences between CAI and PbL (p < 0.001), and between CAI and the control group (p < 0.001). Conclusion from the study submitted that, CAI and PbL are effective strategies in teaching the IUPAC nomenclature of organic compounds.  The study recommends adopting CAI and PbL to improve students’ achievement in the IUPAC nomenclature of organic compounds and bridge learning gaps, as effective strategies.