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This study determined the effects of Computer Assisted Concept Mapping (CACM)
and Digital Video Instruction (DVI) instructional strategies on student‟s achievement
in chemistry. It also sought the effects of CACM, DVI on gender academic
achievement of students. The performance of students taught with CACM and DVI
were compared with those students taught with lecture method (LM). To carry out the
study, four research questions were asked and three hypotheses, were formulated and
tested. Related literatures were reviewed. A quasi experimental design specifically
the non-randomized control group design involving three intact classes was used. The
sample of the study consisted of 210 senior secondary two (SSII) chemistry students
from three government owned secondary schools drawn using purposive and simple
random sampling techniques from 16 government schools that offer chemistry in
Chanchaga and Bosso local government areas of Niger State. The three schools were
assigned to the two experimental groups CACM and DVI and one control group
(LM). One instrument, the Chemistry Achievement Test (CAT) was developed and
validated. An internal consistency of CAT was computed and found to be 0.95 using
Kuder –Richardson formular 20 (KR 20). Before treatment commenced, the CAT
typed in white coloured paper was administered as pre-test to the three groups in the
sampled schools. The treatment lasted for one month of seven lesson periods for each
group. The actual teaching was done by the regular chemistry teachers who were
given special training for both experimental and control groups. After treatment
session, the same instrument (CAT) which was retyped in yellow coloured paper and
the questions reshuffled was re –administered to the subjects to obtain posttest scores.
Means and standard deviations were used to answer the research questions.
Hypotheses were tested using Analysis of Covariance (ANCOVA), at 0.05 level of
significance. The result of the analysis indicated that CACM and DVI had significant
effects on student‟s achievement in chemistry, but students in the CACM group
achieved more. Gender was a significant factor in the student‟s achievement in
chemistry when treated with CACM and DVI. These findings imply that there is the
need for chemistry teachers to adopt the use of CACM as well as DVI in teaching
since they are effective in improving student‟s achievement in chemistry. Thus, it is
recommended among others, that state governments or their ministries of education
and professional associations should organise workshops, seminars and conferences to
train teachers on the use of CACM and DVI techniques. Finally, the limitations of the
study, conclusions of the study and the summary of the study as well as suggestions
for further studies were highlighted.



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