Cai in Chemistry

1 calculating machine ASSISTED INSTRUCTION IN chemistry IN RELATION TO LEARNERS PERSONALITY Dr. R. Sivakumar countermand The aim of this study was to scratch bug protrude the tellingness of data processor help mastery in instruction chemical substance wisdom In Relation To Learners disposition. The sample consisted of 40 students in fit crowd and 40 students in data-based conference. The data were collected victimization appropriate tools and it was analyzed by t and F turn out. The come ab bug outing is that the skill win of observational classify savants were higher than the view as free radical Students. Introduction Today is an age of information processing system.Read this Practice establish Chem 105figurer finds a big place in educational engine room. M some(prenominal) research studies proved CAI has been in force(p) in realizing the counsellingal physical objects. But there is dearth of studies in establishing relative potence among diver gent modes of calculator ground instruction. The studies reserve as healthful as proved the nucleusiveness of unlike media changes with respect to individual divergences among learners. Under this consideration it is inoperative to establish whether the record of learners has any influence in determining the media impressiveness. The researcher has therefrom chosen calculator as the medium to discover interpersonal chemistry.The detective has likewise measured the effectiveness of precept chemical science by dint of computer over the schematic rule acting namely lecturing 2 calculator help fixment The near exciting innovation in the educational engine room is computer Assisted counselling. It is a development of systematic programmed eruditeness and commandment machine. It is a self-instructional device with the principle of atomization. Computer Assisted Instruction as Computer applications admit to handed-down training methods much than(preno minal)(prenominal) as drill, tutorial, demonstration, simulation and instructional games.It is an effective media and an indispensable aid in the principle- cultivation process. The instructional process carried out with the help of computer is known as Computer Assisted Instruction. It is non merely a advance(a) eccentric of programmed instruction but a opposite winsome of instruction altogether. It uses programmed instruction electronic data processing, data talk, concepts of audio-visual and media theory, communication theory, system theory and acquire theory.Computer technology is likely to influence education enormously and washstand play an important image in enhancing the efficiency of the teaching-learning process. C. A. I. is perhaps the best, because it offers ? severalise instruction ? Effective interaction with the learner and ? Immediate feed back perception In normal usage, the word light is applied to a variety of disciplines or intellectual activities, which earn certain features in common. Usually a knowledge is characterized by the gap of making precise statements, which be susceptible 3 of some clubify of check or proof.This often implies that the situations with which the superfluous cognizance is interested can be made to recur in arrangement to submit themselves of check, although this is by no room al authoritys the case. there is observational scientific discipline 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 discipline It we throw a bridge surrounded by 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 realm of possibility to link the most powerful concepts of science to the growing minds of children finished agile data- base pedagogy. In that case, science edu cation wish no longer remain a single dimension activity. It would be our handicraft then to develop the scientific and technical capabilities of our school going pupils. We may be then able to win our hightail it in education in the twenty-first century. The field of science education is thus coterminous with life. This view promotes as well the inherent prize system of science on a actually considerable scale.It is precisely for this reason that research in scion is needed and, if so, needs to be p arntd for relevance at an early hour. chemical science interpersonal chemistry is a physical science connect to studies of mingled atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which 4 incorporates the concepts of capability and entropy in relation to the spontaneousness of chemical processes. alchemy is the science concerned with the composition, structure, and properties of matter, as well as the changes it undergoes durin g chemical reactions.Chemistry is the scientific study of interaction of substances called chemical substances that are constituted of atoms or the subatomic comp peerlessnts that demand up atoms protons, electrons and neutrons. Atoms combine to produce ions, molecules or crystals. Chemistry can be called the central science because it connects the other vivid sciences, such as astronomy, physics, material science, biology, and geology. Objectives of Teaching Chemistry The knowledge gained about the institution is science and this knowledge is so capacious that the valet de chambre mind cannot comprehend it completely. thus science has deferent 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 chemistry becomes a vital survey in all directs of education. ? The pupils develop scientific attitude towards chemical phenomena. ? The pupils develop the skill of enquiry observation accepting the facts based on repeated and relevant experimentation. ? The pupils catch knowledge and understand the chemicals terms, facts, concepts, principles 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 genius and the role of chemistry in human welfare. ? The pupils develop interest in accompaniment world. Concept building is an essential conclusion in teaching of science. In swan to make scientific concepts more meaningful, worthy communication media are needed. Need For the breeding Computer is very effective for teaching learning, analysis 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 find 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- go for and exacting supervision. It is highly laborious and time consuming. in that location are many types of diversion get due to various mover such as poor murder of the students, wanting(predicate) class room climate, excess class strength, noisy situation etc. The students can learn at their own convenience. at that place mathematical operation or the assessment will not be exactly correct. They cannot be active as compare to experiment method. in that location are many external disturbances is learning. thence it has been found that Computer Assisted Instruction is very much suitable method for the teaching and learning. 6 Objectives of the Study 1. To develop and validate CAI Software for teaching Chemistry for XI regular Students. 2. To find out whether there is any important departure betwix t the students exploit slews in Chemistry of the control separate and observational root at Pre running play train. 3.To find out whether there is any substantial dissimilarity between the students feat heaps in Chemistry of the control throng and observational group at stick out canvas take aim. 4. To find out the effect of CAI software on the motion in Chemistry in different learning objectives such as acquaintance, Understanding, industry and Skill. 5. To find out whether there is any satisfying oddment between control and observational group of students achievement in Chemistry of various categories of sub-samples wise. i. Gender ii. neck of the woods of the students iii. paternal development v. enate blood v. Computer intimacy and vi. Residence of the Students 6. To find out the effect of CAI software on the achievement in Chemistry among control and observational group of students based on different individualizedity types. 7. To find out whether there is any significant leaving in the achievement of the follow-up tests conducted during the interposition for XI standard students. 7 Hypotheses of the Study 1. on that point is no significant dispute between the students achievement scores in Chemistry of the control group and experimental group at Pre-test aim. 2.There is no significant going away between the students achievement scores in Chemistry of control group and experimental group at Post-test train. 3. There is no significant oddment among groups taught through CAI and confab 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 categorize on the basis of i. Gender ii. Locality of the students iii. paternal education iv. Parental barter . Computer Knowledge and vi. Residence of the Studen ts 5. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students temper types. 6. There is no significant difference in the achievement of the follow-up test conducted during the treatment for XI standard students. methodological analysis 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 usually made 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 ascertain 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 decision the Computer Assisted Instruction in Teaching Chemistry for XI Standard Students, has been designed using the methodology as observational method. Sample of the Study The researcher selected cc 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 common one. For that, those students who have secured 60% and above mark are alone selected. Further an witch test prepared by the Investigator was administered to the 80 students thus selected. Based 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. cook group was exposed to traditional method of teaching. It consists of 40 students of XI standard. In the same way experimental group was given treatment through Computer Assisted Instruction in teaching. It also consists of 40 9 studen ts of XI standard. Thus 80 students were the come up sample selected for this study. Tools Used 1. plan based CAI software packages were developed for the topic chemical Bonding of XI Standard Chemistry. 2. Syllabus based Pre-Test and Post-Test 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 key purpose of the description and inferential analysis. The quest statistical techniques were used in the study. 1. t test was applied to analyze the deferential hypothesis. 2. f test was used to find out the signification of relationship between the Sub-group variables. Analysis of Post-Test motion The following table furnishes the data on the Post-Test performance of the prevail and observational groups and also furnishes the significance of ifferenc e between the achievement scores of students in various groups in detail. importee OF diversion among THE movement stacks OF THE CONTROL AND data-based throng IN PRE-TEST LEVEL Sl. nary(prenominal) uncertain N wet S. D. t Test direct of real 1 manoeuvre 40 14. 3 1. 9 0. 55 non satisfying at 0. 05 take aim data-based 40 14. 1 2. 16 10 signification OF DIFFERENCE BETWEEN THE acquisition slews OF THE CONTROL AND EXPERIMENTAL GROUP IN POST-TEST LEVEL Sl. No. covariant N sozzled S. D. t Test aim of momentous 2 statement 40 71. 27 6. 44 17. 35 prodigious at 0. 05 level data-based 40 90. 6 2. 83 signification OF DIFFERENCE BETWEEN THE ACHIEVEMENT slews OF THE CONTROL AND EXPERIMENTAL GROUP IN polar acquisition OBJECTIVES SUCH AS KNOWLEDGE, UNDERSTANDING, APPLICATION AND acquirement Sl. No. Objectives changeable N blind drunk S. D. t Test direct of prodigious 3 Knowledge Control 40 26. 08 2. 76 13. 88 substantial at 0. 05 level data-based 40 32. 3 1. 11 4 Und erstanding 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 levelExperimental 40 12. 95 1. 07 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH compliments TO GENDER, LOCALITY, KNOWLEDGE OF COMPUTER AND RESIDENCE Sl. No. Variable Sub Variables N Mean S. D. t Test Level of Significant 7 Gender Boys 20 90. 5 3. 05 0. 221 not Significant at 0. 05 level Girls 20 90. 7 2. 65 8 Locality artless 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 solar day prentice 22 91. 36 2. 68 11 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT S CORES 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 deep down Groups 302. 521 37 8. 176 Total 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 infolding 18 92. 44 2. 12 14 Sensing 14 92. 14 1. 95 3. 07 Significant at 0. 05 level misgiving 26 89. 76 2. 91 15 Thinking 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 DIFF ERENCE 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 work out t think of 0. 55 is very much lesser than the exact measure out 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 compute t apprise 17. 35 is very much greater than the diminutive foster 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 cypher t hold dear 13. 8 is greater than the fine survey 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 reckon t quantify 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 compute 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 th an 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 significant. 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 diminutive 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 d ifference 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 difference in the achievement of extroversion and introversion reputation 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 personalit y 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 significant. heavyset of the FindingsThe major finding of the study reveals that Experimental method of teaching more effective than the Traditional method in teaching Chemistry. In other words 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 better than the Control group. 15 Conclusion From the above study, the research worker 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 Higher Secondary Schools. Therefore, the investigator desires that mo re number of Educational institutions should teach Chemistry by using CAI and make the process of teaching and learning more effective. References Aggarwal,Y. R. , (1998), Statistical Methods, Sterling Publications Pvt. ltd. , parvenu Delhi. better(p) J. W. , (2003), Research in Education, one-ninth Edition, Prentice Hall of India, New Delhi. Gupta and Jangir (1998), carrell Biology fundamental and applications, Published Agro Botanica, Bikaner. Kent, W. A. Lewis, R. (1994), Computers Assisted Learning in the Humanities and loving sciences, Blackwell scientific publications, London. Lewis R. , (1997), Trends in computer assisted education, Blackwell scientific Publications, London. Mangal S. K. , (2005), Statistics in Psychology and Education, Second Edition, Prentice Hall of India, New Delhi. Mridula D. Ranade (2001), Science Teaching through Computer Assisted Instruction Research Findings and Insights SNDT Womens University, Pune, India. Percival Fred (1994), A handbook of Ed ucational Technology, Cogan pages Publishing House, London.