Influence Of Computer Mediated Instructions On Facilitation Of Chemistry Teaching In Kenyan Secondary Schools, Case Of Kapsaret Constituency, Wareng District
Computer mediated instructions play a role in Kenya‟s education, for instance in teaching of sciences, more specifically in chemistry, whose teachers were trained in the SMASSE INSET of 2012, with the theme of integration of information and communication technology in teaching and learning. The purpose of this study was to establish the impact of using computer mediated instructions on facilitating chemistry teaching. The objectives of the study were to establish the influence of PowerPoint instructions on chemistry teaching, to find out the effect of video instructions on chemistry teaching, to identify the effect of WebPages on chemistry teaching, to determine the impact of email and online chats on chemistry teaching. The study will adopt the theory of multiple intelligences that was proposed by Howard Gardner in 1983, which advocates for the learner being an active participant in their own learning, while the teacher plays the role of construction of knowledge with the learner. Descriptive survey design was adopted in this study; the research design was relevant to this study as it involves collection of data without manipulation. The study was carried out in Kapsaret Constituency, Uasin-Gishu County. The target population for this study was all secondary schools in Kapsaret constituency. The researcher purposely selected schools within Kapsaret constituency that offer computer studies; there were only four schools within the constituency that offer computer studies. The researcher randomly selected 30 teachers, and 120 students, and 4 school principals. Questionnaires and interviews were used to collect data. The data were analyzed using descriptive statistics with the aid of SPSS program. Majority of the respondents agreed that use of computer mediated instructions enhance syllabus coverage due to the facts that; they make the lesson interesting to students, allows students‟ participation during lesson delivery, lesson preparation is made easier, and that it enhances student understanding of abstract topics, although use of computer mediated instructions in chemistry makes setting of assessment test easier and improves on exam analysis, they were of the opinion that adoption of computer mediated instructions does not automatically lead to increased number of assessment. Majority of the students agreed that the use of computer mediated instructions makes the learning interesting. The results indicate that use of computer mediated instructions promote students engagement during learning, which is good for facilitating chemistry teaching, but it is associated with the challenge of class management. Majority of teachers and students agreed that use of computer mediated instructions has improved academic performance because; computers makes it easier to monitor students‟ performance, does not distract students from understanding important concepts in the topic, and that it allows the teacher to arrange for remedial for weak students. The researcher recommend that the teachers to enrich the computers information with the contents from recommended books, teachers to update their computer question banks to mitigate the problem of duplicating past exams, the school management to facilitate teachers to administer regular assessment to students, the school management to avail and update students academic progress programs for easy monitoring of academic progress of the students, teachers to balance between students‟ participation and class control in order to deliver the lessons effectively and the school management to improve teachers‟ capacity to use ICT teaching and learning process.