Effects of Computer-Aided Instruction on the Chemistry Performance of the Students

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 < 1.99), confirming group equivalence. Posttest results showed significantly higher performance in the CAI group (mean = 46.06, SD = 2.52) compared with the traditional group (mean = 30.79, SD = 5.87), with computed t-values exceeding critical values at α = 0.05. The CAI group exceeded the expected mastery level, while the traditional group did not. Within-group analysis revealed significant improvement in both groups, but gains were substantially higher in the CAI group (mean gain = 31.40) compared with the traditional group (mean gain = 15.73), with statistically significant differences (p < 0.05). These findings confirm that CAI enhances conceptual understanding and academic achievement more effectively than lecture-based instruction. The results align with previous studies demonstrating the effectiveness of technology-integrated learning while providing stronger empirical evidence using validated instruments and mastery benchmarks. This study contributes additional support for CAI as a superior instructional strategy in improving Chemistry learning outcomes in higher education. 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