Abstract:
Chemistry education is the acquisition of knowledge and skills about substances. In secondary schools, students are taught topics that include the study of salts and electrolysis. However, secondary school students, performance in chemistry in the past four decades in Kenya has been below the grade B- which means that they cannot be admitted into most university courses. Such poor performance has not been explained. Computer Supported Cooperative Learning (CSCL), which has proved successful in teaching of difficult topics in physics, accounting and biology, may be a solution. The purpose of this study was to determine the effects of CSCL on students’ achievement and attitudes towards Chemistry CSCL combined Cooperative Class Experiment (CCE) method and Computer Assisted Leaming (CAL). Quasi- experimental research design was used because the experimental and control groups existed as intact classes. The population of study was all Fonn One students in Nakuru North District consisting of 159 schools. Purposiye sampling was used to obtain a sample size of 81 students to participate in the study. Ntii‘iitl'L1 North District was chosen because it had adequate catchment area for schools possessing IBM-compatible computers needed for the study. The chemistry topic on ‘Acids, Bases and indicators‘ was taught to all students using CSCL method in the experimental group and regular teaching methods in the control group. The instruments used for data collection were the Chemistry Achievement Test (CHAT) and the Student Attitude Questionnaire (SAQ). Pilot testing was done in one other school not involved in the study to ascertain the reliability and validity of the instruments. A reliability index of 0.81 and 0.74 were obtained for the CHAT and SAQ respectively. Data were analysed using ANCOVA and t-test at a confidence level of o<=0.()5. The results show that CSCL teaching method does not improve student achievement better than regular methods. However, the method results in better students’ attitudes towards Chemistry than regiuar teaching methods. Boys and girls taught through CSCL have similar achievement and attitudes towards Chemistry. This implies that the method may be appropriate for improving the attitudes of both boys and girls. It is therefore recommended that the teaching method be incorporated in all in-service programmes for teachers especially those organised by the Ministry of Education. Teacher training institutions should also incorporate this method in their training programmes.
