1. Introduction

Instructional Software Package Method of Teaching (ISPMT) is a relatively emerging pedagogical approach in Nigeria. It involves guiding students and making necessary explanations to the learners only on request, as the students learn on their own with the aid of the computer, using instructional software packages. The software package provides an interactive educational environment enriched with images, animated clips, voice recordings and written word. It is designed essentially for students in a self-directed learning situation. However, in a classroom application the teacher uses the package to facilitate the teaching-learning process. In this case, the teacher plays specific but minimal role in the teaching-learning activities, while the learners themselves carry out much of the activities that result in learning.

2. Theoretical Basis of ISPMT

ISMPT is rooted on the principles of democracy and constructivists’ theory of learning. Democratic principle has it that everyone is equally important, irrespective of the social or economic status, and has the right to be involved in making decisions. Therefore, in any democratic setting, such as obtains in the classroom, freedom of expression, association and cooperation with other learners and scholars in seeking or advancing knowledge for the common good of all while pursuing self-interest is fundamental. In this case, learners are free to

i. make choices as to what to learn and when to do so;

ii. associate and interact with each other if they desire to study or learn in groups; and

iii. elect their group leader.

This is the basis of what in pedagogy is commonly known as cooperative teaching-learning or peer teaching-learning approach. Igboanugo (2013) described peer-teaching as an instructional strategy in which groups of learners, under the guidance of the teacher, work together through a given instructional assignment, with the more knowledgeable pupils acting as the peer-teachers, assist and instruct less knowledgeable classmates (peer-students). Classmates in typical Nigerian secondary schools could be regarded as peer-groups. Investopedia (2015) regards peer group as a group of individuals or entities who share similar characteristics and interests that ‘include similarities such as socio-economic status, level of education, and ethnic background’ amongst its individual members. In a school setting, peer-group may be regarded as a group of pupils of about the same age and ability who could work together equally. Therefore, peer-groups are classmates, age mates and contemporaries, who have similar interest, mental and physical ability such that they could play together, tutor each other and share same experiences to about the same degree.

The constructivists’ theory of learning holds that each learner is capable of learning or constructing meaning out of their counter with learning materials, information or experience made available to them in a learning environment. Construction of meaning requires that the learner should be involved in both intellectual and physical activities carried out in a conducive atmosphere devoid of unnecessary tension and anxiety that could constitute a distraction to learning. This is particularly important in Nigerian secondary school setting where most of the students are adolescent learners between the ages of twelve and nineteen years. Beamon (2010) observed that the perspective of adolescent learners remain predominantly ‘me centred’ and limited. A teaching approach that provides this set of young learners activities and opportunity to choose and pursue their own interest while applying their knowledge and skills in cooperative learning, under the guidance of the teacher is relevant and commendable. The realisation that there is a need to provide interactive and conducive learning environment, which allows each student to work privately at their own pace, make mistakes and learn from such mistakes without fear of punishment or embarrassment in a democratic setting is the central premise of Instructional Software Package Method of Teaching (ISPMT).

It is well known amongst teachers and cognitive theorists that children learn from each other when they associate and interact with their more knowledgeable and competent peers. Often, such peer interaction lead to conflict and conflict resolution, resulting in cognitive development in line with Piaget’s Equilibration theory, which suggests that cognitive development, depends on changes in the mental structure of the child. According to Piaget, cognitive development is fostered by the tension created between mental assimilation and mental accommodation. Mental assimilation refers to the tendency towards fitting new information into existing or established mental framework, to understand new knowledge in the light of previous one. Mental accommodation refers to alteration or restructuring of the established mental framework, to be in a position to take in new information. Therefore, Piaget’s Equilibration theory is all about the balance between assimilation and accommodation as explained above. It simply refers to the ability to change old perception or ways of thinking and attitude in order to solve present problems. Cherry (2015) asserts that ‘equilibration helps explain how children are able to move from one stage of thought into the next’. With ISPMT, the aim is to help the learner to strike a balance easily between assimilation and accommodation, that is, to easily ‘equilibrate’ during the learning process, especially in lessons involving abstract concepts.

It is realised that the introduction and use of ICT facilities, especially the computer in pedagogy in the 21^st century has changed the way students think and learn. Indeed as Voogt, Knezek, Cox, Knezek and ten Brummelhuis (2013) observed, new capabilities and learning processes have emerged and learners now have augmented capabilities ‘through the use of such tools’. In the present paper, the thinking is that the students’ augmented capabilities to learn increase, and are proportional to the extent and frequency of students’ usage and learning experience with ICT facilities, especially the computer. Therefore, the more students are exposed to ICT environment, the more capacity to use the facilities and hence, their added capacity to learn. It is also the thinking of this paper that the above observation by Voogt et al, is true also of teachers and instructors whose pedagogical orientations have changed in line with the requirement of 21^st century learning. 21^st century learning requires that students should be involved in collaborative work, problem solving and assessment of their learning while learner-centred approach to learning is emphasised. One of such pedagogical approaches is the Instructional Software Package Method of Teaching (ISPMT).

ISPMT aims to present concepts in such a manner that arouses and sustains students’ interest in the subject. Interest is the feeling one has in the course or process of wanting to know or learn about something or someone. It is an activity which someone enjoys and spends free time in studying or doing (Ifeakor, 2005). Njoku (1997) asserts that sustenance of a person’s interest in an object or activity depends on what the person stands to derive from the object or activity. In this case, there is value judgment on the part of the individual. If people in their judgment feel there is ‘something’ to gain or lose from an object or activity, the tendency is for them to show interest or aversion to the object or activity. It implies therefore that the degree of interest one has in a subject or activity is determined by the level of value placed on the expected ‘something’ derivable from the object or activity. Value judgment is usually a function of the knowledge the person who is carrying out the judgment has about the activity or object. This knowledge is acquired through encounter or interaction with the object or involvement in the activities of interest. This is very fundamental and enables individuals to increase their primary knowledge about the object or activities of interest to them, which in this situation remain their primary source of knowledge.

Agbi (2006) opined that students’ achievement in chemistry is influenced by their interest in the subject. The author asserts that interest engenders motivation and effort, which together interact, resulting in achievement and success in chemistry. It was observed that students’ interest in chemistry diminishes, and is dampened by use of ineffective teaching method. Teachers should therefore always make conscious effort to identify and use teaching methods that are appropriate and suitable for the level of their students. This way, students’ interest in chemistry could be aroused, sustained and enhanced. It is under this condition that improvement of students’ achievement in chemistry is made possible.

Statement of the Problem

Chemical bonding is a concept found difficult by students to learn. Students find it difficult to learn chemical bonding because of the abstract nature of the concept and the pedagogic approach adopted by teachers in presenting the concept to the students. Chemical bonding is regarded a difficult and abstract concept, because both the atoms, which take part in a chemical combination to form the bonds, the bonds themselves, and their process of formation are not concrete objects that can be seen with the naked eyes. They can only be conceptualised and imagined. Chemistry teachers in secondary schools find it difficult to teach chemical bonding, because they failed to devise necessary tools that will enable them help their students to visualise the bonding process. Mastery of the concept of chemical bonding is fundamental to the study of chemistry, and as Engel and Reid (2006) rightly asserted, the chemical bond is ‘at the heart of chemistry and bonding between atoms is the essence of chemistry’. Boo (1998), observed that a good understanding of bonding and the nature of bonds makes it easy for chemistry students to predict the overall energy change in a chemical reaction. The West African Examinations Council (WAEC) (2010) showed that candidates in Senior School Certificate chemistry examination found it difficult ‘to correctly distinguish between dative bond and covalent bond’. A covalent bond is one in which two atoms share a pair of electrons. A dative bond is just like any other covalent bond once it has been formed. The only difference is that one atom, rather than each atom donating one electron donate both electrons. Because it is at the heart of chemistry, there is need to ensure that secondary school chemistry students have mastery of this abstract concept, which the traditional method of teaching it could not engender.

Purpose of the Study

The purpose of this study is to ascertain if ISPMT could provide a suitable environment for learner- centred approach to education in Chemistry. Specifically, the purpose is to

1. Ascertain the effect of the use of ISMPT on the students’ interest in chemical bonding.

2. Ascertain the effect of ISMPT on the mean achievement of students in chemical bonding.

Research Questions

The following questions guided the study:

1. What is the effect of Instructional Software Package Method of Teaching (ISMPT) on students’ interest in chemical bonding?

2. What is the effect of the use of Instructional Software Package Method of Teaching(ISMPT) on secondary school students’ achievement in chemical bonding?

Hypotheses

The following null hypotheses that guided the study were tested at 0.05 level of significance (P < 0.05):

1. Ho₁: There is no significant difference between the mean achievement scores of students taught chemical bonding using ISMPT and those taught using traditional lecture method (TLM).

2. Ho₂: There is no significant difference in the students’ interest in chemical bonding between those taught chemical bonding using ISMPT and those taught using traditional lecture method (TLM).

Research Design

This study used a two-factor pretest-posttest non-equivalent non-randomised quasi-experimental control group design. Nworgu (2006) refers to quasi-experimental design as one which ‘random assignment of subjects to experiment and control groups is not possible. In this, intact or pre-existing groups are used.’ The present study fits into the conventional definition of quasi-experimental designs. This is because intact or pre-existing groups were used. In particular, different schools were used, some as experimental, the others as control groups; and two levels of treatment were involved. Non-equivalent factorial design proves most useful in situations where, constraints, subjects could not be randomly assigned to treatment (Campbell and Stanly, 1986). The constraint in this study had to do with school location and regulations. It was better to allow the students to remain in their existing natural setting, their usual classrooms, and under the guidance of their regular classroom teachers.

Symbolically, the design is

Where, O₁ = pretest observation

O₂ = posttest observation

X = the treatment

------ = an indication that the treatment and control groups used were not arrived at by random assignment of subjects to conditions.

The dependent variables of this study were students’ achievement and interest in chemical bonding while the independent variables were the teaching methods namely, instructional software package method teaching (ISPMT) and the traditional lecture method (TLM).

Area of study

The area of study was Nsukka Education zone of Enugu state, Nigeria. Nsukka Education zone is made up of three local government areas, namely Igbo-Etiti, Nsukka and Uzo-Uwani. The zone has 58 secondary schools controlled by the same education authority – the State Post-primary Schools Management Board. The schools are distributed as follows: Igbo-Etiti: 16; Nsukka: 30; and Uzo-Uwani: 12. All the schools, except one, offer chemistry at the senior school certificate level. Therefore, only 57 of the 58 secondary schools were available for this study. The choice of the zone for this study was in consideration of the homogeneous nature of the schools in the zone. All the schools are under the same education authority. Besides, it was convenient for the researcher to effectively manage financial resources available for the study. The researcher had to visit all the schools involved in the study on regular basis throughout the study period, to monitor the activities of the cooperating classroom teachers, and hence ensure that they were in line with the agreed plans of the study.

Population for the study

The population consisted of 5,966 senior secondary class one (SS1) students studying chemistry in Nsukka Education zone during the 2012/2013 academic session. This figure was obtained from the Nsukka zone office of Enugu State Post-primary Schools Management Board. The choice of this grade of students was because chemical bonding, the concept that both students and their teachers regard as a difficult one, is located in SS1 section of the NERDC curriculum in use in Nigerian schools for senior secondary school chemistry.

Sample and Sampling Techniques

The sample consisted of 311 SS1 students drawn from nine senior secondary schools in Nsukka education zone of Enugu State, Nigeria, five of the schools constituted the experimental group; the control group consisted of four schools. For the experimental group, an additional school became necessary in order to have a sizable number of students close to that of the control group. Purposive sampling technique was used for selection of schools, based on the following criteria: availability of ICT facilities such as computer and overhead projectors; ability of teachers to perform basic operations using the afore mentioned ICT facilities.

Instruments for Data Collection

Two instruments namely, Students’ Interest Scale on Chemical Bonding (SISCB) and Chemical Bonding Achievement Test (CBAT) were used in this study. The SISCB is a questionnaire developed by the researcher. It is a four point Likert-type scale, containing fourteen items, with four response options. The response options are Strongly Agree, Agree, Disagree and Strongly Disagree. On the scale, Strongly Agree = 4, Agree = 3, Disagree = 2 and Strongly Disagree = 1, for positive statements and were reversed for negative statements. The SISCB was face validated by three experts from the University of Nigeria, Nsukka comprising one measurement and evaluation expert and two chemical educators. The experts assessed the following:

(i) If the statements were clear, unambiguous and easy to interpret.

(ii) If the statements actually reflected solicited expression of interest.

(iii) If some of the statements overlapped.

The experts were requested to suggest changes that could be made to improve the instrument. The comments of the experts guided and determined the modification that was made in the instrument before using it.

The Chemical Bonding Achievement Test (CBAT) was used to assess the effect of instructional software package method of teaching (ISPMT) on the learning of students. The Chemical Bonding Achievements Test (CBAT) is a 20 items multiple-choice test drawn from various chemical bonding units as recommend by the NERDC curriculum for SS1 chemistry. The instrument was developed by the researcher. Each test item in the instrument has four response options namely A, B, C and D, with only one option as the key while others are distracters. The SISCB was face validated. The reliability of CBAT was 0.87, calculated using Kuder Richardson formula 20 and that of SISCB was 0.68, calculated using Cronbach alpha method.

Experimental procedures

The researcher trained regular chemistry teachers of the selected schools for experimental group for one week. The teachers received training on how to use the chemical bonding instructional software package (CBISP) for teaching. CBISP is tailored to the curriculum needs of the students, and was developed by the researcher (Okorie, 2014). Each of the teachers received a copy of the CBISP and those for control group were issued with the validated copy of Course of Study on Chemical Bonding (CSCB) to familiarise with. The CSCB is a hard copy and has the same text materials and illustrations as in CBISP. Before treatment commenced, the researcher administered SISCB and CBAT to the students, as pre-test and recorded their score.

The treatment for the study was teaching, using the Instructional Software Package Method of Teaching (ISPMT), and this lasted for five weeks. The ISPMT involves guiding the students and making necessary explanation to the students as they learn, using the CBISP. The CBISP provides an interactive educational environment enriched with many images, animated clips, voice recordings and written words. For the control group, the teachers used CSCB and the traditional lecture method (TLM).

How the learners used the CBISP

The students arranged themselves in groups of five students per group. One student from one of the groups inserted the CD containing the lesson into the computer CD drive and operated the computer such that the lesson was projected on a large screen in the classroom. All the students listened to, and watched the lesson on the screen; they wrote down their observations, thinking and questions, which they discussed amongst themselves after 15 minutes interval of watching and listening to the lesson on the screen. The discussion normally lasted for about five minutes after which time the lesson was allowed to go on to completion. The duration of the discussion sometimes extended beyond five minutes, but never exceeded ten minutes, depending on the nature of interaction amongst the students that sometimes may call for the attention of the teacher. At the end of the lesson, another discussion took place, followed by quiz and assessment test on the screen. To answer any question, students in their various groups would reach a common consensus as to which of the provided options is the answer to the multiple-choice question. It was assumed that the effect of the student discussion break-out would be reflected on their performance in both the achievement test and interest rating (score).

Three periods of 40 minutes each week were used for teaching of the students, following the usual school timetable as was peculiar to each school. During the five weeks duration of the study, teachers for interest, cooperation and participation in class activities closely observed students. The indices of these variables include regular class attendance and in time, preparedness to discuss, full engagement in carrying out class activities including discussions, taking notes and asking questions. The next day, immediately after the completion of treatment, the researcher administered the CBAT and SISCB again to the students as post-test and their scores were recorded. For this post-test, the various questions in CBAT were rearranged, to eliminate the effect of familiarity with the items in the instruments.

Method of Data Collection

The scores obtained by the students in the pre-test were recorded and kept for use at the end of the experiment. At the end of the experiment, post-tests (CBAT) and (SISCB) were administered to the students. The scores of the post-tests were recorded differently. To ascertain and have a good idea about the effect of the high student-student classroom interaction engendered by the ISPMT on the students’ achievement and interest, students were interviewed. In the interview, students admitted that the ISPMT was ‘interesting’ and helped them to ‘understand easily’ the concept of chemical bonding.

Method of Data Analysis

Mean and standard deviation were used in answering the research questions. The hypotheses were tested, using analysis of covariance (ANCOVA) at 0.05 level of significance. The covariates are the pre-test and post-test scores.

3. Results

The research questions are answered, using means and standard deviation. The hypotheses are tested, using analysis of covariance (ANCOVA) at 0.05 level of significance.

Research Question 1

What is the effect of Instructional Software Package Method of Teaching (ISMPT) on students’ interest in chemical bonding?

Table 1 shows that the mean interest score is 42.5864 for the experimental group taught with CBISP while that of the control group taught using traditional lecture method is 14.3490. From the difference in the mean scores, it appears that students in the experimental group scored higher than those in the control group did on the Interest scale rating.

Table 1. Means and Standard Deviation of Students in post interest score (Teaching Method x Interest)

In order to ascertain whether this observed difference is real or attributed to error variance, this result was subjected to inferential testing as hereunder shown.

Ho₂: There is no significant difference in the students’ interest in chemical bonding between those taught chemical bonding using CBISP and those taught using lecture method.

Table 2 is analysis of covariance (ANCOVA) of students’ overall interest scores by teaching method. The results in Table 2 show that method as a main effect on students’ interest in chemical bonding is significant. This is because its probability value of 0.00 is shown to be lower than the level of 0.05 at which it is being tested. Therefore, the null hypothesis, (Ho₁) of no significant difference in the students’ interest in chemical bonding between those taught chemical bonding using ISPMT and those taught using lecture method is rejected at 0.05 level of confidence. This implies that the earlier observed difference between the overall mean interest scores of students taught chemical bonding using ISPMT and those taught using lecture method, as shown in Table 1 is a real difference, which is not attributed to error associated with the study.

Table 2. Analysis of Covariance (ANCOVA) of students’ overall interest scores by Teaching Method

Research Question 2

What is the effect of the use of Instructional Software Package Method of Teaching (ISPMT) on secondary school students’ achievement in chemical bonding?

Table 3. Means and Standard Deviation of Students’ Scores in Post-test CBAT (Teaching Methods x Achievement)

The data in Table 3 above indicates that the mean achievement score for the experimental group taught with ISPMT is 9.3704 while that of the control group taught using the traditional lecture method is 8.4631. From the difference in the means scores, it appears that subjects in the experimental group obtained higher scores than those in the control group in the chemical Bonding Achievement Test (CBAT).

In order to ascertain whether this observed difference is real or attributed to error variance, this result was subjected to inferential testing as hereunder shown.

Ho₂: There is no significant difference between the mean achievement scores of students taught chemical bonding using ISPMT and those taught using lecture method.

The result in Table 4 shows that method as a main effect on students’ achievement in chemical bonding is significant at 0.05 level. This is because its probability value of 0.000 is shown to be lower than the level of 0.05 at which it is being tested. This implies that method has statistically significant effect on students mean achievement in chemical bonding at 0.05 level.

Table 4. Analysis of Covariance (ANCOVA) of students’ overall achievement scores by teaching method

Therefore, the null hypothesis, (Ho₁) of no significant difference between the mean achievement scores of students taught chemical bonding using ISPMT and those taught using traditional lecture method is rejected at 0.05 level of confidence. Therefore, the earlier observed difference between the overall mean achievement score of students taught chemical bonding using ISPMT and those taught using traditional lecture method as shown in Table 3 is a real difference, which is not attributed to error, associated with the study.

Summary of Finding

1. ISPMT has statistically significant effect on students mean achievement in chemical bonding.

2. ISPMT has statistically significant effect on students’ interest in chemical bonding.

3. All the teachers who used ISPMT reported that the method induced high cooperation and interaction amongst the students; and ensured active participation of all the students in the lesson.

Discussion of the findings of the study

The discussion is organised under the following sub-headings:

● Effect of ISPMT on students’ interest in chemical bonding;

● Effect ISPMT on students’ achievement in chemical bonding.

Effect of ISPMT on Students’ Interest in Chemical bonding

Results of this study showed that the experimental group of students taught using the ISPMT scored higher than students taught using traditional lecture method on the interest rating scale. This is in agreement with Ifeakor (2005) and Olikeze (1999) who found in their respective studies that students taught using computer assisted instruction method showed more interest in chemistry and biology respectively. This implies that method of teaching, and in this case, ISPMT has significant effect on the interest rating of the students, as affirmed in Table 2 of this study.

Certain factors are known to affect students’ interest. These include relevance of the study material to the students’ learning needs and aspiration. In this regard, students showed interest not only in the subject matter for what they would gain from it, with regard to the role it will play in the realisation of their future career, but also in the software package itself that helped them in learning the subject. The software provided activities and feedback that helped the students in the teaching-learning process. The activities in the ISPMT are such that they aroused and sustained the students’ interest both in chemical bonding and the package itself. Besides, the ISPMT was tailored to the needs and level of the students, with regard to the provisions and recommendations of the chemistry curriculum in use in their schools.

Effect of ISPMT on Students’ Achievement in Chemical Bonding

Difference in the mean achievement scores of the two groups of students (the experimental group and the control group) is indicated in Table 3. The experimental group was taught using Instructional Software Package Method of Teaching (ISPMT) while the control group was taught using the traditional lecture method (TLM). The mean achievement score that resulted from the use of Instructional Software Package Method of Teaching (ISPMT) exceeded that of the traditional lecture method. The difference in the mean achievement scores is indicative that teaching methods have positive effect on achievement in chemical bonding.

Results in Table 4 further buttresses and confirms the data in Table 3 by showing statistically significant effect of teaching methods on students achievement in chemical bonding. The observed probability value of 0.000, which was significant at 0.05 level of confidence, gives credence to the result. This implies that the difference in efficacy of the two teaching methods, as regards students’ academic achievement in chemical bonding, is a reality. Therefore, students’ academic achievement in chemical bonding varies with teaching methods. The above result shows that students’ achievement in chemical bonding is better when taught using ISPM, than when taught using traditional lecture method. This finding therefore suggests that use of educational software package method is more efficacious than the lecture method.

This finding is in agreement with some previous research finding by Ifeakor (2005) and Adeniyi (1997), which respectively found that students taught using computer-aided educational software packages achieved more than students taught without computer aided instruction in chemistry and physics respectively did. However, this finding is not in agreement with findings of HU (2007) and Jegede, Okebukola and Ajewole (1992).

Hu (2007) reported that here was no difference in academic achievement between students who used educational software programmes for mathematics and reading and those who did not while Jegede, Okebukola and Ajewole (1992) found that there was no significant difference between the achievement profiles of students taught biology with and those taught without computer.

In spite of the inconsistency and controversy of above previous research findings, it is clear from the findings of this present study that ISPMT is more efficacious than and superior to TLM in enhancing students’ achievement in chemical bonding. Perhaps, this is because the ISPMT allows students to work privately at their own pace without undue pressure or embarrassment from any quarters in case of any mistake in the course of the teaching-learning process.

Educational Implications of the Findings

The outcome of this study has a number of educational implications for students, teachers, teacher-training institutions. It shows that teachers, on their own, could develop software packages for teaching specific concepts to their students. Therefore, teacher-training institutions should infuse more training programmes or courses on ICT skills for their student-teachers who on graduation, should be able to fashion out their own educational software packages.

The study provides a feedback on the relative efficacy of teacher-made educational software packages. This provides a premise on which teachers of chemistry could rely upon, to develop educational software packages in an effort to improve and facilitate teaching-learning processes in Chemistry, especially with regard to the teaching of abstract and difficult concepts such as chemical bonding. This way, the problem of scarcity of relevant educational software packages for the education system could be addressed.

Since ISPMT has been found to be effective and efficacious in improving the quality of both achievement and interest of students in chemical bonding, teachers of chemistry should be encouraged to use more of ISPMT in teaching chemical bonding. In so doing, both the achievement and interest of students in chemistry could be enhanced.

4. Conclusions and Recommendations of the Study

The study has shown that ISPMT has significant effect on students’ achievement and interest in chemical bonding. The study showed that ISPMT was more effective and efficacious than the traditional lecture method in bringing about more students’ achievement and interest in chemical bonding.

Students’ high mean achievement and interest scores in chemical bonding, which is as a result of the use of ISPMT, give credence to believe and assert that teachers on their own could fashion out educational software packages, for teaching abstract concepts in Chemistry and perhaps in other science subjects, if they are equipped with relevant ICT knowledge and skills required to construct computer educational software packages. Therefore, the curriculum for teacher-training programmes in Nigerian teacher - training institutions and faculties could be reformed, and enriched with appropriate ICT courses that will enable teachers develop and use their own-made computer educational software packages, to make their teaching effective to the benefit of the learners.

Recommendation for Further Studies

It would be interesting to know if ISPMT would be more effective in classroom teaching-learning process, if used without student discussion. This provides a case for further studies.