Impact of ICT-Based Instruction on Chemistry Achievement among Higher Secondary Students

Abstract

Information and Communication Technology (ICT) has become an important part of modern teaching. In Chemistry, ICT can help students understand difficult and abstract concepts through presentations, animations, videos, digital diagrams, simulations, and other visual learning materials. The present study examined the impact of ICT-based instruction on the academic achievement of higher secondary students in Chemistry. A one-group pre-test–post-test design was used for the study. The sample consisted of 100 Class XI students, including 50 boys and 50 girls. A Chemistry Achievement Test carrying 50 marks was used to measure students’ achievement before and after ICT-based teaching.

The collected data were analysed using mean, standard deviation, paired-samples t-test and independent-samples t-test. The mean pre-test score of the students was 24.97, while the mean post-test score increased to 35.86. The mean gain score was 10.91. The calculated paired t-value was 39.36, which was statistically significant at the 0.05 level. This showed a significant improvement in students’ Chemistry achievement after ICT-based instruction. Boys obtained a mean gain score of 11.26 and girls obtained a mean gain score of 10.56. The difference between the gain scores of boys and girls was not statistically significant, t = 1.28, p = .202. The findings suggest that ICT-based teaching can provide an effective and gender-inclusive learning environment for teaching Chemistry at the higher secondary level.