Improving Achievement and Retention using Moodle Platform-enhanced Instructional Strategy: lmplication for Chemistry Teaching

Abstract

The study examine the efficacies of Moodle Platform-enhanced Instructional Strategy on students achievement and retention in Chemistry. A quasi-experimental non-equivalent and non research design was adopted with a sample size of 295 students. Chemistry were measured using Chemistry Achievement Test (CAT). Using Cronbach alpha formula, the internal consistency reliability coefficient of CAT was calculated to be 0.76. The split-half method was used to assess the temporal stability of the reshuffled form of CAT, which was then subjected to Spearman Brown coefficient which yielded a correlation coefficient of 0.77. To answer the research questions, the data was analyzed using mean, standard deviation and analysis of variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. The study reveals that Moodle platform enhancing instructional strategies enhanced achievement and retention in chemistry. However, Moodle Platform-enhanced Instructional strategies was significantly more effective in Enhancing female students achievement then their counterpart in chemistry. Based on the findings of the study, it was recommended that chemistry teachers/science educators should adopt Moodle Platform-enhanced instructional strategy for teaching and learning Chemistry and other science related subjects in our schools.