What question did this study set out to answer?

The research aims to evaluate the effectiveness of Computer-Aided Instruction (CAI) compared to traditional teaching in enhancing Chemistry achievement among nursing students.

April 14, 20260 citationsOpen Access

A Data-Driven Framework for Enhancing Outcome-Based Teaching, Learning, and Assessment Using Learning Analytics and Intelligent Dashboards in Higher Education

SCShwetali ChaudhariSt. John's College of Nursing KSKamal ShahSt. John's College of Nursing PGPandharinath GhongeSt. John's College of Nursing

Key Points

The research aims to evaluate the effectiveness of Computer-Aided Instruction (CAI) compared to traditional teaching in enhancing Chemistry achievement among nursing students.
Quasi-experimental pretest-posttest non-equivalent control group design used.
Involved 68 first-year nursing students, with 35 receiving CAI and 33 receiving traditional instruction.
Performance was measured using a validated 60-item Chemistry test.
Weighted mean, t-test, and z-test analyses conducted to compare performance and mastery.
CAI group showed significantly higher posttest performance (mean = 46.06) compared to traditional group (mean = 30.79).
The CAI group exceeded the expected mastery level, while the traditional group did not.
Within-group analysis indicated greater gains in the CAI group (mean gain = 31.40) compared to the traditional group (mean gain = 15.73).
Statistical tests confirmed significant differences in performance favoring the CAI group (p < 0.05).

Abstract

Abstract Objectives: This study evaluated the effectiveness of Computer-Aided Instruction (CAI) in improving Chemistry achievement compared with traditional teaching among first-year nursing students at Jose Rizal Memorial State University. Methods: A quasi-experimental pretest–posttest non-equivalent control group design was used involving 68 first-year nursing students (33 traditional, 35 CAI). A validated 60-item Chemistry test (KR-21 = 0.82) measured performance. The experimental group received multimedia-based CAI, while the control group received lecture-based instruction. Weighted mean summarized performance, t-test compared group differences and gain scores, and z-test assessed mastery against the 75% benchmark at α = 0.05. Findings: Both groups demonstrated comparable baseline knowledge, with no significant difference in pretest scores (t = 0.747 Novelty: This study demonstrates the existing body of research on the computer-aided instruction (CAI) by demonstrating not only significant achievement gains but also a measurable mastery-level attainment in sub-microscopic Chemistry concepts using a validated assessment framework and benchmark-based analysis. Unlike the prior studies that focus primarily on mean score differences, this research integrates the mastery thresholds, quasi-experimental validation, and gain score comparisons in providing stronger empirical evidence of instructional effectiveness in higher education. These findings contribute to the global discourse on technology-enhanced STEM education by offering a replicable instructional framework in addressing persistent conceptual difficulties in abstract scientific domains. Beyond its local context, the study provides transferable insights for institutions seeking scalable, multimedia-based strategies to improve conceptual mastery and academic performance in Chemistry and related science disciplines. Keywords: Computer-Assisted Instruction (CAI), Traditional Teaching Method, Chemistry Education, Science Learning Outcomes, Instructional Effectiveness

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