Relative Effectiveness Of 5e’s Learning Cycle And Computer Assisted Instruction On Students’ Conceptual Change in Electrochemistry

Abstract

This study sought to determine the relative effectiveness of 5E’s learning cycle and computer assisted instruction on students’ conceptual change in electrochemistry. The study was carried out in two co-educational schools in Asaba Educational Zone of Delta State. The sample size was 168Senior Secondary School two (SS2) students because the concept under study is taught in this class.The study was necessitated due to conceptual difficulties students have about the concept ‘electrochemistry’ because of some held misconceptions. Quasi- experimental design was used for the study with three research questions and three hypotheses. The Electrochemistry Conceptual change Test (ECT) developed by the researchers was used to collect data for analysis. There were two treatment groups. The groups received pre-test and post-test independently. The research questions were answered using mean and standard deviations while analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance.The result revealed that the computer assisted instruction was more efficacious than the 5E’s learning cycle in bringing about conceptual change. Based on the result, appropriate recommendations were made which include the training of teachers for effective use of computer animated assisted instructional strategy in teaching.