Effect of Integrating Periodic-Table-Software-Application on Achievement in Chemistry Concepts Among Secondary School Chemistry Students In Cross River State, Nigeria

The purpose of the study was to ascertain the effect of teaching the periodic table of elements with or without the periodic table application on the academic achievement of secondary school students in Chemistry in Ikom Education Zone, Cross River State, Nigeria. The sample consisted of 136 students selected by simple random sampling method. A 20 item 5 response objective test called Chemistry Achievement Test (CAT) was used for study. Face and content validity was performed for the instrument used in the study. Kuder Richardson formula 20 was used to calculate the reliability of CAT. Richardson formula 20 was used because items in CAT were dichotomously scored. The reliability index was 0.81. Two hypotheses guided the study. The pretest-posttest control group quasi experimental research design was adopted in the study. The treatment lasted for a period of two weeks. The data collected were analyzed using 2x2 analysis of Covariance (ANCOVA). The results indicated that a significant difference in the academic achievement of chemistry students when taught with and without the periodic table app. In conclusion, the study showed the importance and significant role played by instructional materials (the periodic table application) on students’ achievement, especially in Chemistry. They have positive influence in achievement in Chemistry. Recommendations were made among them was, chemistry teachers should use the periodic table app to teach the periodic table of elements.