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| dc.contributor.author | Derejaw, Yesgat | |
| dc.date.accessioned | 2024-05-24T10:06:16Z | |
| dc.date.available | 2024-05-24T10:06:16Z | |
| dc.date.issued | 2024-01-02 | |
| dc.identifier.uri | http://ir.bdu.edu.et/handle/123456789/15816 | |
| dc.description.abstract | This study was designed to investigate the effects of technology-integrated chemistry instruction on secondary school students' chemical bonding and structure academic achievement, attitude and retention. To attain the purpose of the study, concurrent embedded mixed-research design was used. The quantitative data were analyzed using an independent sample t-test, a one-way ANOVA, while the qualitative data was through data-driven theme-based description and narration. The results of the study showed that students’ academic achievement, attitude towards learning chemical bonding and structure and retention capacity were improved. It also showed that both male and female students benefited similarly in technology-integrated instruction. The results of one-way ANOVA showed that there was a statistically significant difference in achievement between experimental and the comparison groups (F (3, 161) = 88.568, p<0.05). The independent sample t-test showed that there is a statistically significant difference in mean score of post achievement test between them t (163) =16.05, p<0.05). The variations in attitude scale mean scores between and within groups were statistically significant (F (3, 161) =96.47, p<0.05). Independent samples t-test analysis confirmed that there are statistically significant variations in post-attitude scale test mean scores and retention means test scores between the two groups (t (131.17) =17.58, p<0.05, (F (3, 161) =14.75, p<0.05) respectively. The independent sample t-test result to determine whether there was a significant difference between male and female students in the experimental post result were (t (42) = 1.53; p>0.05, t (74) = 0.356; p>0.05 and t (38) = -0.465; p>0.05) for chemical bonding and structure academic achievement, attitude, and retention capacity respectively. The independent sample t-test showed that no significant difference in the post-test results of male and female students in the experimental groups. Thus, it is possible to conclude that technology-integrated chemistry instruction improves students’ chemical bonding and structure academic achievement, attitude, and retention capacity. Besides, one can conclude that both male and female students benefited similarly (no gender bias) from technology integrated instructions. Therefore, the importance of the results in relation to the use of technology-integrated instruction in education were forwarded. Keywords: Technology-integrated instruction; Academic achievement; Attitude; Retention; Secondary school | en_US |
| dc.language.iso | en | en_US |
| dc.subject | Education in Chemistry | en_US |
| dc.subject | Education in Chemistry | en_US |
| dc.title | Effects of Technology-Integrated Chemistry Instruction on Secondary School Students’ Chemical Bonding and Structure Academic Achievement, Attitude, and Retention | en_US |
| dc.type | Dissartation | en_US |
