New Perspectives in Science Education

The study investigated the effect of Web-based interactive  learning model on secondary school students’ understanding and retention of difficult concepts  in Ikom Education Zone, Cross River State, Nigeria. The study adopted pretest-posttest control group quasi-experimental design. Two schools were used for the experimental study while one school was used for the control. The study of the study was Chemistry The experimental groups were subjected to treatment for six weeks with web-based interactive learning models while the control group was taught with conventional method. The instrument for the study was Chemistry Understanding Test (CUT) and Chemistry Retention Test (CRT). The instrument was validated by experts and subjected to reliability test using Kudar-Richardson’s formular (KR-20) which yielded a reliability coefficient of .82 and .84 respectively. Data obtained was analysis using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Finding revealed that web-based  interactive learning model has significant main effect on students’ understanding and retention of  difficult concepts in chemistry. It was recommended that web-based interactive model significantly contribute to students’ understanding and retention of difficult  concepts  in chemistry.