Abstract

This study examined the comparative effects of an individualized Computer Based Instruction (CBI) and a modified conventional strategy on students’ academic achievement in organic Chemistry. The moderating effect of gender was also investigated. Pretest-protest control group quasi-experimental design was adopted. Seventy-two (72) Senior Secondary School Two (SSII) students from two purposively selected Senior Secondary Schools in Alimosho Local Government Area of Lagos State, Nigeria were used in the study. The experimental group and control group were also selected purposively. The findings revealed that there was no significant difference in the mean achievement scores of students taught organic chemistry using Individualized Computer-Based Instructional Package and the modified conventional strategy (F1 , 65 = 0.228, p=0.635>0.05). Also, no significant difference was found between the academic performance of male and female students who used the individualized CBI (F1, 65 = 0.050, p=0.823>0.05). Based on the findings, it was recommended that the Federal Government of Nigeria should create resource centers which can produce individualized computer-based instruction that can be used by students either on their own or with the teachers support. Ready-made notes were also recommended for use with the conventional strategy to eliminate the colossal time usually spent on note-taking.