Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction

Oct 15, 2026

The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated using a pretest-posttest experimental group design. Two computer-assisted instruction modes, computer simulation instructional packages and computer tutorial instructional packages, were compared with conventional teaching, with gender (male/female) included as a factor. Ninety SS1 students from three schools in Minna participated. Validated CAT and CMQ showed reliability, and data were analyzed with ANOVA and posthoc tests. Results showed CSIP improved achievement and both motivation types, and was gender-friendly.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Abstract

Introduction

Background on science and chemistry education in Nigeria

Challenges in chemistry teaching and student motivation

Rationale for computer-assisted instruction

Focus of the study

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction Isiaka A. Gambari Federal University of Technology, Nigeria Bimpe E. Gbodi IBB University, Nigeria Eyitao U. Olakanmi University of Johannesburg, South Africa Eneojo N. Abalaka Federal University of Technology, Nigeria Abstract The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s posthoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also tobe gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject. Keywords: Computer-assisted instruction; Tutorial; Simulation; Gender; Intrinsic motivation; Extrinsic motivation Introduction The secret of technological development of any nation lies in the study of science. Unfortunately, the study of science in Nigeria has been impeded by a lot of bottlenecks right from primary school through secondary to tertiary level of education (James, 2001) . The importance of chemistry in science and technology cannot be overemphasized. Chemistry is often called ‘the central science’, because its interests lie between those of physics and biology. Nigerian government having realized the importance of chemistry in the field of science and technology made it one of the core-courses to be offered by science oriented students (FRN, 2009) . In the last decade, reports have shown that secondary school students’ performance in chemistry on national examinationsin Nigeria has been very poor as revealed in Table 1. Table 1. Percentage Performance of Students in May/June WASSCE, 2005-2011 in Nigeria at Credit Level and Above | Year | Biology | Chemistry | Mathematics | Physics | | --- | --- | --- | --- | --- | | 2005 | 35.74 | 50.94 | 38.20 | 41.53 | | 2006 | 49.23 | 44.90 | 41.12 | 58.02 | | 2007 | 33.37 | 45.96 | 46.75 | 43.19 | | 2008 | 33.94 | 44.44 | 57.27 | 48.26 | | 2009 | 28.58 | 43.69 | 47.04 | 47.83 | | 2010 | 50.70 | 49.65 | 41.16 | 20.98 | | 2011 | 37.80 | 48.68 | 31.88 | 62.84 | Source: WAEC. From research evidences, educators see the pressing need to reconsider the techniques and methods of instruction. To address these challenges and issues, there is the need for instructional system and support technology to give consideration to meaningful learning in basic science. According to Olorukooba (2007) and Jegede (2007), stude

FAQs

What instructional methods were compared in the study?

The study compared computer simulation instructional packages (CSIP), computer tutorial instructional packages (CTIP), and conventional teaching method (CTM).

How was student motivation measured?

Intrinsic and extrinsic motivation were assessed using a Chemistry Motivation Questionnaire (CMQ) with reported reliability coefficients, alongside achievement measurement through a Chemistry Achievement Test (CAT).

What were the main findings regarding motivation and performance?

Students taught with CSIP performed better than those taught with CTIP and CTM, and they showed higher intrinsic and extrinsic motivation than their counterparts.

Oct 15, 2026

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