Effect of Interactive Computer Adapted Learning Strategy on Students’ Chemistry Achievement

Abstract

This study investigated the effect of Interactive Computer-Adapted Learning (ICAL) on students' Chemistry achievement in Delta State, Nigeria, with particular attention to gender differences. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 68 SS2 students (34 males, 34 females) selected through multistage sampling procedure. The group under experiment was taught using ICAL, while control group received conventional lecture instruction. Data was collected using a validated 50-item Chemistry Achievement Test (CAT) with reliability coefficient of 0.82. Analysis was done using standard deviation, mean and ANCOVA. Findings revealed that ICAL significantly improved students' achievement compared to lecture methods, with no significant main gender: effect. However, a significant disordinal interaction effect between teaching approach and gender was observed. Simple effects analysis showed that both male and female in the ICAL group outperformed male and female in the lecture group, while improvement was notable among female students. Importantly, while traditional instruction produced gender disparities favoring males, ICAL eliminated this gap, demonstrating its potential as an equalizing strategy. The study concludes that ICAL is an effective tool for enhancing chemistry achievement while promoting gender equity in STEM education. Recommendations include policy integration of adaptive learning technologies, teacher training in ICAL implementation, and infrastructure development to support technology-enhanced learning in Nigerian schools.