Cai in Chemistry

1 COMPUTER back up INSTRUCTION IN CHEMISTRY IN RELATION TO LEARNERS PERSONALITY Dr. R. Sivakumar twinge The aim of this reflect was to find place the effectualness of computer help Instruction in Teaching alchemy In Relation To Learners Personality. The taste consisted of 40 students in arrest throng and 40 students in observational root. The data were collected using appropriate tools and it was analyzed by t and F test. The finding is that the effect oodles of experimental radical Students were high than the have got base Students. Introduction Today is an era of electronic computer.Read this set judge Chem 105Computer finds a big place in reproductional technology. umpteen investigate studies proved CAI has been effective in realizing the instructional objectives. But in that respect is dearth of studies in establishing relative effectiveness among several(predicate) modes of reckoner establish instruction. The studies switch also proved the effectiv eness of different media changes with respect to individualist exits among learners. Under this circumstance it is inoperative to establish whether the personality of learners has any wreak in determining the media effectiveness. The investigator has thus chosen computer as the medium to teach alchemy.The researcher has also measured the effectiveness of inform Chemistry by means of computer over the conventional regularity viz. lecturing 2 Computer Assisted Instruction The most elicit innovation in the developmental Technology is Computer Assisted Instruction. It is a development of offlineatic programmed encyclopaedism and teaching machine. It is a self-instructional device with the belief of atomization. Computer Assisted Instruction as Computer applications employ to conventional teaching methods such as drill, tutorial, demonstration, simulation and instructional games.It is an effective media and an completely-important(a) aid in the teaching-learning proces s. The instructional process carried away with the help of computer is known as Computer Assisted Instruction. It is non merely a sophisticated event of programmed instruction but a different good-natured of instruction altogether. It uses programmed instruction electronic data processing, data communication, concepts of audio-visual and media theory, communication theory, system theory and learning theory.Computer technology is likely to influence education hugely and can play an important fiber in enhancing the efficiency of the teaching-learning process. C. A. I. is peradventure the best, because it offers ? Individualized instruction ? Effective interaction with the learner and ? Immediate pabulum back Science In common usage, the word erudition is applied to a variety of disciplines or intellectual activities, which have certain features in common. Usually a recognition is characterized by the possibility of making particular statements, which argon susceptible 3 of virtually sort of check or proof.This often implies that the locatings with which the special science is concerned can be do to recur in order to submit themselves of check, although this is by no substance always the case. in that location is observational science such as astronomy or geology in which repetition of situation at will is intrinsically impossible, and the possible precision is limited to precision of description. Science information It we flip over a bridge between science and education, using psychology, we arrive at the concept of science education, which bluntly speaking, is an integrated concept.If so it is then, within the ground of possibility to link the most powerful concepts of science to the growing minds of children with active voice experimental pedagogy. In that case, science education need no longer remain a single dimension activity. It would be our frolic then to develop the scientific and technical capabilities of our school going pupils. W e may be then able to win our race in education in the 21st century. The field of science education is thus beside with life. This view promotes as well the inherent treasure system of science on a very large scale.It is precisely for this reason that research in scion is needed and, if so, needs to be produced for relevance at an proto(prenominal) hour. Chemistry Chemistry is a physical science related to studies of unhomogeneous atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which 4 incorporates the concepts of qualification and entropy in relation to the spontaneity of chemical substance processes. Chemistry is the science concerned with the composition, structure, and properties of matter, as well as the changes it undergoes during chemical reactions.Chemistry is the scientific study of interaction of substances called chemical substances that are constituted of atoms or the subatomic components that manipulate up atoms prot ons, electrons and neutrons. Atoms combine to produce ions, molecules or crystals. Chemistry can be called the central science because it connects the other natural sciences, such as astronomy, physics, worldly science, biology, and geology. Objectives of Teaching Chemistry The companionship gained about the universe is science and this fellowship is so vast that the human mind can non comprehend it completely.Hence science has regardful divisions as Physics, Chemistry, and Biology among these divisions Chemistry has a great importance since a number of chemical compounds are applied in our day to day life. Hence interpersonal chemistry becomes a vital aspect in all takes of education. ? The pupils develop scientific attitude towards chemical phenomena. ? The pupils develop the skill of interrogatory observation accepting the facts ground on repeated and relevant experimentation. ? The pupils take away knowledge and understand the chemicals terms, facts, concepts, principle s and processes. 5 The pupils apply knowledge and understanding of chemistry in unfamiliar situations. ? The pupils develop skills in handling apparatus, reporting chemical information, evidences and results using scientific technology. ? The pupils appreciate the chemical phenomena in nature and the role of chemistry in human welfare. ? The pupils develop interest in subsisting world. Concept building is an essential goal in teaching of science. In order to make scientific concepts more(prenominal) meaningful, suitable communication media are needed. Need For the sight Computer is very effective for teaching learning, analytic thinking and evaluation.Though, the computer has flourished in many ways, there is another side in which the teacher taught through conventional method. It has been observed that there are some defects or disadvantages in conventional classroom method of teaching and learning. In this type of teaching, students have to observe classroom under tight-contro l and rigid supervision. It is passing laborious and time consuming. There are many types of diversion hail due to various ingredient such as poor murder of the students, inadequate class room climate, excess class strength, noisy situation etc. The students can learn at their own convenience.There murder or the assessment will not be exactly correct. They cannot be active as compare to experiment method. There are many outside disturbances is learning. Thus it has been found that Computer Assisted Instruction is very more suitable method for the teaching and learning. 6 Objectives of the Study 1. To develop and confirm CAI Software for teaching Chemistry for XI modular Students. 2. To find out whether there is any prodigious dissimilitude between the students act dozens in Chemistry of the control multitude and experimental convention at Pre test train. 3.To find out whether there is any prodigious remnant between the students acquisition scores in Chemistry of the control host and experimental sort at Post test direct. 4. To find out the effect of CAI software on the achievement in Chemistry in different learning objectives such as experience, Understanding, Application and Skill. 5. To find out whether there is any significant deflexion between control and experimental group of students achievement in Chemistry of various categories of sub-samples wise. i. Gender ii. neighborhood of the students iii. enate Education v. enatic Occupation v. Computer Knowledge and vi. antechamber of the Students 6. To find out the effect of CAI software on the achievement in Chemistry among control and experimental group of students found on different Personality types. 7. To find out whether there is any significant inequality in the achievement of the follow-up tests conducted during the interposition for XI standard students. 7 Hypotheses of the Study 1. There is no significant deflexion between the students achievement scores in Chemistr y of the control group and experimental group at Pre-test train. 2.There is no significant contrast between the students achievement scores in Chemistry of control group and experimental group at Post-test train. 3. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 4. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students classified on the basis of i. Gender ii. Locality of the students iii. Parental Education iv. Parental Occupation . Computer Knowledge and vi. Residence of the Students 5. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students personality types. 6. There is no significant difference in the achievement of the follow-up test conducted d uring the treatment for XI standard students. Methodology An experiment involves the comparison of the effects of a particular treatment with that of a different treatment or of no treatment. In a sample conventional 8 experiment, reference is ordinarily do to an experimental group and to a control group.These groups are equated as nearly as possible. The experimental group is exposed to the influence of the factor under consideration the control group is not observation is made to determine to what difference appears or what change or modification occurs in the experiment as contrasted with the control group. The present study, which aims at finding the Computer Assisted Instruction in Teaching Chemistry for XI metre Students, has been designed using the methodology as Experimental method. Sample of the Study The Investigator selected 200 students in XI Standard.Out of these 200 students, 80 students were selected, based on their performance in the half-yearly exam, which is a c ommon one. For that, those students who have secured 60% and above marks are alone selected. Further an debut test prepared by the Investigator was administered to the 80 students thus selected. base on the marks of the entrance test, students were arranged in descending order. From that the Investigator selected the first one for control group, next for experimental group. The control group consists of odd number of students and experimental group consists of even number of students. harbour group was exposed to traditional method of teaching. It consists of 40 students of XI standard. In the aforesaid(prenominal) way experimental group was given treatment through Computer Assisted Instruction in teaching. It also consists of 40 9 students of XI standard. Thus 80 students were the total sample selected for this study. Tools apply 1. Syllabus based CAI software packages were developed for the topic Chemical Bonding of XI Standard Chemistry. 2. Syllabus based Pre-Test and Post-Te st Materials were prepared and validated. 3. Myers-Briggs Types Indicator (MBTI) Personality test was used. (Developed and standardized by Jung, 1971) 4.The Personal data of the samples were collected through the questionnaire. Statistical Techniques Used Statistical techniques serve the perfect purpose of the description and inferential analysis. The succeeding(a) statistical techniques were used in the study. 1. t test was applied to analyze the respectful hypothesis. 2. f test was used to find out the significance of relationship between the Sub-group variables. Analysis of Post-Test Performance The following table furnishes the data on the Post-Test performance of the restrict and Experimental groups and also furnishes the significance of ifference between the achievement scores of students in various groups in detail. meaning OF variance BETWEEN THE operation oodles OF THE chink AND EXPERIMENTAL chemical group IN PRE-TEST LEVEL Sl. no. uncertain N soused S. D. t Tes t Level of momentous 1 Control 40 14. 3 1. 9 0. 55 not portentous at 0. 05 take Experimental 40 14. 1 2. 16 10 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE hear AND EXPERIMENTAL GROUP IN POST-TEST LEVEL Sl. No. Variable N Mean S. D. t Test Level of Significant 2 Control 40 71. 27 6. 44 17. 35 Significant at 0. 05 level Experimental 40 90. 6 2. 83SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN DIFFERENT LEARNING OBJECTIVES such(prenominal) AS KNOWLEDGE, UNDERSTANDING, APPLICATION AND SKILL Sl. No. Objectives Variable N Mean S. D. t Test Level of Significant 3 Knowledge Control 40 26. 08 2. 76 13. 88 Significant at 0. 05 level Experimental 40 32. 3 1. 11 4 Understanding Control 40 21. 3 2. 02 23. 58 Significant at 0. 05 level Experimental 40 29. 45 0. 85 5 Application Control 40 12. 2 1. 22 16. 05 Significant at 0. 05 level Experimental 40 15. 6 0. 55 6 Skill Control 40 11. 7 1. 21 4. 74 Significant at 0. 05 le velExperimental 40 12. 95 1. 07 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO GENDER, LOCALITY, KNOWLEDGE OF COMPUTER AND conformation Sl. No. Variable Sub Variables N Mean S. D. t Test Level of Significant 7 Gender Boys 20 90. 5 3. 05 0. 221 non Significant at 0. 05 level Girls 20 90. 7 2. 65 8 Locality Rural 24 90. 83 2. 61 0. 635 not Significant at 0. 05 level Urban 16 90. 25 3. 17 9 Knowledge of Computer With Computer Knowledge 13 88. 84 2. 37 3. 11 Significant at 0. 05 level With out Computer Knowledge 27 91. 44 2. 66 10 Residence Hosteller 18 89. 66 2. 78 1. 94 Not Significant t 0. 05 level Day Scholar 22 91. 36 2. 68 11 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO PARENTAL fosterage AND PARENTAL OCCUPATION Sl. No. Variable Categories Sum of Squares df Mean F Level of Significant 11 Parental Education Between Groups 9. 079 2 4. 540 0. 555 Not Significant at 0. 05 level Within Groups 302. 521 37 8. 176 core 311. 600 39 12 Parental Occupation Between Groups 427. 746 5 8. 549 1. 08 Not Significant at 0. 05 level Within Groups 268. 854 34 7. 907 Total 311. 600 39 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL ANDEXPERIMENTAL GROUP IN DIFFERENT TYPES LEARNERS PERSONALITY Sl. No. Variables N Mean SD t Level of Significant 13 Extroversion 22 89. 09 2. 43 4. 59 Significant at 0. 05 level Introversion 18 92. 44 2. 12 14 Sensing 14 92. 14 1. 95 3. 07 Significant at 0. 05 level Intuition 26 89. 76 2. 91 15 thought 17 92. 29 2. 31 3. 8 Significant at 0. 05 level Feeling 23 89. 34 2. 53 16 Judging 15 88. 73 2. 96 3. 7 Significant at 0. 05 level Perceiving 25 91. 72 2. 09 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN FOLLOW-UP TEST Sl. No. Variable N Mean S. D. Test Level of Significant 17 Control 40 71. 25 7. 15 14. 8 Significant at 0. 05 level Experimental 40 89. 32 2. 89 FINDINGS 1. The figure t cher ish 0. 55 is very much lesser than the full of life survey 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is not significant. 12 2. The cipher t take account 17. 35 is very much great than the critical lever 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is significant. 3. The calculated t take to be 13. 8 is greater than the critical think of 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Knowledge level. 4. The calculated t observe 23. 58 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Understanding level. 5. The calculated t value 16. 05 is greater than the critical value 1. 99 at 0. 05 level of significant.This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Application level. 6. The calculated t value 4. 74 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Skill level. 13 7. The calculated t value 0. 221 is very much lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of Boys and Girls is not significant. . The calculated t value 0. 635 is lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement Rural and Urban area students is not significant. 9. The calculated t value 3. 11 is greater than the critical value 2. 02 at 0. 05 level of signi ficant. This indicates that the difference in the achievement of students having with computer knowledge and without computer knowledge is significant. 10. The calculated t value 1. 94 is lesser than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Day Scholar and Hosteller students is not significant. 11. The calculated F value 0. 555 is lesser than the full of life value 3. 23 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Education is not significant. 12. The calculated F value 1. 08 is lesser than the Critical value 2. 48 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Occupation is not significant. 4 13. The calculated t value 4. 59 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the differen ce in the achievement of extroversion and introversion personality type students is significant. 14. The calculated t value 3. 07 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of sensing and intuition personality type students is significant. 15. The calculated t value 3. 8 is greater than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Thinking and Feeling personality type students is significant. 16. The calculated t value 3. 7 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of Judging and Perceiving personality type students is significant. 17. The calculated t value 14. 8 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group students is signi ficant. Summary of the FindingsThe study finding of the study reveals that Experimental method of teaching more effective than the Traditional method in teaching Chemistry. In other course teaching Chemistry by using CAI is more effective. There is no significant difference between the Control group and Experimental group in the pre-test. But in the post-test the Experimental group performed remedy than the Control group. 15 Conclusion From the above study, the investigator has an idea that CAI provides greater opportunities for the students to learn. It is better than the traditional method of learning.It brings a new kind of experiences for the students in high Secondary Schools. 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