EFFECTS OF UTILIZATION OF INSTRUCTIONAL TECHNOLOGIES ON ACADEMIC PERFORMANCE OF CHEMISTRY STUDENTS IN FEDERAL COLLEGES OF EDUCATION, YOLA ADAMAWA STATE

Abstract

This study investigated the influence of instructional technologies on the academic performance of Chemistry students in the Federal College of Education, Yola, Adamawa State. Specifically, the study examined the effects of Computer-Based Multimedia Instructional Packages, Digital Interactive Hardware Devices, and Mobile-Assisted Instructional Applications on students’ academic performance in Chemistry. A quasi-experimental, non-equivalent pre-test and post-test control group design was adopted. The population comprised 200- and 300-level Chemistry students, while a sample of 148 students selected from four intact classes participated in the study. The Chemistry Academic Performance Test (CAPT), a 50-item multiple-choice instrument with a reliability coefficient of 0.84 determined using the Kuder-Richardson Formula 20 (KR-20), was used for data collection. Data were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using Computer-Based Multimedia Instructional Packages obtained a post-test mean score of 76.47 with a mean gain of 35.19, compared to the control group mean score of 58.23 and mean gain of 17.32. Students exposed to Digital Interactive Hardware Devices recorded a post-test mean score of 79.34 and a mean gain of 37.18, while those taught using Mobile-Assisted Instructional Applications achieved the highest post-test mean score of 82.05 and mean gain of 40.20. ANCOVA results showed significant differences between each experimental group and the control group (p < .05), leading to the rejection of all three null hypotheses. The study concluded that instructional technologies enhance students’ understanding of Chemistry concepts and improve academic achievement more effectively than conventional teaching methods. It was recommended that Chemistry lecturers integrate instructional technologies into classroom teaching and that educational institutions provide adequate technological facilities and support for effective implementation.