PERCEIVED INFLUENCE OF AN INTERACTIVE PERIODIC TABLE SOFTWARE ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN CHEMISTRY IN ONITSHA NORTH L.G.A

Abstract

Students face difficulties in understanding periodic table concepts, leading to poor achievement 
and retention. To address the problem, so many teaching methods have been used. Although 
interactive tools have been shown to improved learning, but their effect on retention and actual 
usage is not well established therefore, this study investigated the perceived influence of 
Interactive periodic table software on students’ academic achievement and retention in Onitsha 
North L.G.A. Gender difference was also considered. The study adopted a descriptive survey 
design and was conducted among 200 senior secondary school student 1(SS1), Data were 
collected using a structured questionnaire with a reliability value of 0.85 and analyzed using 
mean and standard deviation to answer the research questions.  The findings revealed that 
students use the IPTS to a high extent in learning elements. The result also showed that use of 
the ITPS enhances students’ academic achievement and improves their retention of learned 
concept. Furthermore, the findings indicated that both male and female are positively influenced. 
Though male slightly retained learned concepts more than female. Based on the findings of the 
study, it was concluded that ITPS is a good instructional tools for improving students; learning 
outcome in chemistry. Teachers are encouraged to integrate ITPS into teaching and school 
management should provide the necessary tools to support their use in the classroom.