Optimizing information and communication technology applications in chemistry learning

Stephen Chinedu Nwafor; Franklin Nnanna Ibe; Nneora Mary Muoneke

doi:10.30862/jri.v2i2.92

Authors

Stephen Chinedu Nwafor Nnamdi Azikiwe University, Awka, Nigeria
Franklin Nnanna Ibe Nwafor Orizu College of Education, Nsugbe, Nigeria
Nneora Mary Muoneke Federal College of Education, Obudu, Nigeria

DOI:

https://doi.org/10.30862/jri.v2i2.92

Keywords:

Application, ICT, teaching and learning, chemistry lesson

Abstract

Information and communication technology (ICT) is crucial to the educational growth of any country and the academic interactions and collaborations of students. The study determined the extent of ICT application in chemistry instruction in Anambra State, Nigeria, secondary schools. This study uses a descriptive survey. A total of 133 students and 12 chemistry teachers as samples. The t-test was used to test the research hypothesis. The study's findings revealed a low extent of ICT application in teaching and learning chemistry in Anambra State, Nigeria. Moreover, both the chemistry teachers and students agree that ICT is applied to a low extent for teaching and learning chemistry in Anambra State, Nigeria. The study also revealed that the use of outdated computers; lack of technical assistance; lack of time; lack of computer hardware/software; lack of electricity; broken down computers; lack of internet or slow connectivity, and high cost of computers are some of the challenges of ICT application while the provision/maintenance of adequate ICT software and hardware, exposure of chemistry teachers to workshops and conferences and provision of uninterrupted internet services and power supply by the government among others were proffered as possible strategies to eliminate these challenges.

References

Adelabu, O. A. (2014). Assessment of accessibility and utilization of information and communication technology (ICT) for effective teaching of biological science in secondary schools. Mediterranean Journal of Social Sciences, 5(23), 1439–1444. https://doi.org/10.5901/mjss.2014.v5n23p1439

Ademiluyi, L. F. (2019). Adequacy and utilization of ICT resources for teaching business subjects in senior secondary schools in Osun State, Nigeria. African Journal of Teacher Education, 8, 139–158. https://doi.org/10.21083/ajote.v8i0.4899

Aheto, S.-P. K., & Cronje, J. (2018). Digital device ownership and learning environment preferences of students in South Africa and Ghana. Turkish Online Journal of Distance Education, 19(3), 93–111. https://doi.org/10.17718/tojde.445093

Ahmad, N. ‘Atikah, Ayub, A. F. M., & Khambari, M. N. (2019). Gender digital divide: Digital skills among Malaysian secondary school. International Journal of Academic Research in Progressive Education and Development, 8(4), 668–687. https://doi.org/10.6007/IJARPED/v8-i4/6692

Ajayi, I. A., & Ekundayo, H. T. (2009). The application of information and communication technology in Nigerian secondary schools. International NGO Journal, 4(5), 281–286. https://doi.org/10.5897/INGOJ.9000139

Al-Hariri, M. T., & Al-Hattami, A. A. (2017). Impact of students’ use of technology on their learning achievements in physiology courses at the University of Dammam. Journal of Taibah University Medical Sciences, 12(1), 82–85. https://doi.org/10.1016/j.jtumed.2016.07.004

Al-ruz, J. A., & Khasawneh, S. (2011). Jordanian pre-service teachers’ and technology integration: A human resource development approach. Journal of Educational Technology & Society, 14(4), 77–87. https://www.learntechlib.org/p/75495/.

Aladesusi, G. A., & Akindiya, F. O. (2021). Development and evaluation of an instructional LiveBinders for learning selected computer studies concept in Ilorin Metropolis. Journal of Research in Instructional, 1(2), 109–122. https://doi.org/10.30862/jri.v1i2.13

Azeez, B. Z. (2018). ICT skills acquisition and utilization by confidential secretaries in Lagos Metropolis. Lagos Journal of Information Technology, 3(1), 37–43.

Bortnik, B., Stozhko, N., Pervukhina, I., Tchernysheva, A., & Belysheva, G. (2017). Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices. Research in Learning Technology, 25, 1968. https://doi.org/10.25304/rlt.v25.1968

Chittleborough, G. (2014). Learning how to teach chemistry with technology: Pre-service teachers’ experiences with integrating technology into their learning and teaching. Journal of Science Teacher Education, 25(4), 373–393. https://doi.org/10.1007/s10972-014-9387-y

Damopolii, I., Paiki, F. F., & Nunaki, J. H. (2022). The development of comic book as marker of augmented reality to raise students’ critical thinking. TEM Journal, 11(1), 348–355. https://doi.org/10.18421/TEM111-44

Ellermeijer, T., & Tran, T.-B. (2019). Technology in teaching physics: Benefits, challenges, and solutions. In Upgrading Physics Education to Meet the Needs of Society (pp. 35–67). Springer International Publishing. https://doi.org/10.1007/978-3-319-96163-7_3

Ellis, M. E., & Robb, A. (2021). What is chemistry? - Definition, history & topics. https://study.com/academy/lesson/what-is-chemistry-definition-history-topics.html

Ewim, D., & Opateye, J. (2021). Assessment for learning and feedback in chemistry: A Case for employing information and communication technology tools. International Journal on Research in STEM Education, 3(2), 18–27. https://doi.org/10.31098/ijrse.v3i2.660

Eze, G. N. (2016). Enhancing science teaching and learning in Nigerian secondary schools Using computers. 57th Annual Conference Proceedings of Science Teachers Association of Nigeria, 274–278.

Eze, P. I., & Aja, S. N. (2014). Availability and utilization of information and communication technology (ICT) in Ebonyi State: Implication for effective teaching and learning. Educational Research, 5(4), 116–121. https://doi.org/10.14303/er.2014.066

Federal Ministry of Education. (2009). Senior secondary education curriculum chemistry for SS1-3. Nigeria Educational Research and Development Council (NERDC), press.

Federal Republic of Nigeria. (2012). National Information Communication Technology (ICT) Policy. NITDA.

Gambari, I. A., Gbodi, B. E., Olakanmi, E. U., & Abalaka, E. N. (2016). Promoting intrinsic and extrinsic motivation among chemistry students using computer-assisted instruction. Contemporary Educational Technology, 7(1), 25–46. https://dergipark.org.tr/en/pub/cet/issue/25743/271547

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596

Howlett, G. (2019). How Thai students use mobile devices when learning EFL and the effect of urban/rural school location. The Asian EFL Journal, 23(6.1), 96–114.

Howlett, G., & Waemusa, Z. (2018). Digital native/digital immigrant divide: EFL teachers’ mobile device experiences and practice. Contemporary Educational Technology, 9(4), 374–389. https://doi.org/10.30935/cet.471007

Igboanugo, B. I., Igboegwu, E., Attah, F. O., & Okonkwo, I. G. (2020). Efficacy of integrating information communication technology (ICT) in teaching method for effective Chemistry curriculum delivery. International Journal of Education (IJE), 2(1), 1–10. http://iaeme.com/Home/issue/IJE?Volume=2&Issue=1

Kwache, P. Z. (2017). The imperatives of information and communication technology for teachers in Nigeria higher education. MERLOT Journal of Online Learning and Teaching, 34(4), 359–399. http://jolt.merlot.org/documents/kwache.pdf

Lin, J. M.-C., Wang, P.-Y., & Lin, I.-C. (2012). Pedagogy technology: A two-dimensional model for teachers’ ICT integration. British Journal of Educational Technology, 43(1), 97–108. https://doi.org/10.1111/j.1467-8535.2010.01159.x

McCoy, B. R. (2016). Digital distractions in the classroom phase II: Student classroom use of digital devices for non-class related purposes. Journal of Media Education, 7(1), 5–32. https://digitalcommons.unl.edu/journalismfacpub/90/

Meesuk, K., & Srisawasdi, N. (2014). Implementation of student-associated game-based open inquiry in chemistry education: Results on students’ perception and motivation. Proceedings of the 22nd International Conference on Computers in Education, 219–226.

Muhammad, S., Tumburku, W. G., Muza, S. H., & Gwandu, Z. L. (2019). Factors militating against the use of ICT in teaching and learning in public secondary schools in Kebbi State, Nigeria. African Educational Research Journal, 7(4), 167–173. https://doi.org/10.30918/AERJ.74.19.038

Naah, A. M., & Mayeem, B. (2020). Assessing Chemistry teachers knowledge and skills in using ICT in teaching Organic Chemistry at the senior high school in the Ashanti Region. Journal of Education and Practice, 11(24), 23–30.

Nechypurenko, P. P., & Soloviev, V. N. (2018). Using ICT as the tools of forming the senior pupils’ research competencies in the profile chemistry learning of elective course “Basics of quantitative chemical analysis.” Augmented Reality in Education: Proceedings of the 1st International Workshop (AREdu 2018). CEUR.

Njelita, C. B., & Emendu, B. (2015). Availiablity and usuage of ICT resources for chemistry curriculum delivery in schools. The International Journal of Engineering and Science, 4(6), 26–30. https://www.theijes.com/papers/v4-i6/Version-3/D0463026030.pdf

Obielodan, O. O., Onojah, A. O., Onojah, A. A., Alabi, O. S., & Alimi, E. A. (2021). The teachers’ extent of utilizing teaching methods for teaching basic technology. Journal of Research in Instructional, 1(2), 61–70. https://doi.org/10.30862/jri.v1i2.14

Odukwe, O. C., & Nwafor, S. C. (2022). Effect of guided-inquiry method on senior secondary school Chemistry students’ academic achievement in Anambra State, Nigeria. UNIZIK Journal of Educational Research and Policy Studies, 11(1), 151–161. https://unijerps.org/index.php/ unijerps/article/view/228/198

Ofodu, G. O. (2017). Nigeria Literary educators and their technological needs in a digital age. Education Focus, 5(1), 22–30.

Oke, J. S. (2013). The Challenge of a new reality: Information and communication technology and the new frontiers of knowledge. Journal of Information and Communication Technology, 5(1), 12–22.

Olanrewaju, B. O., Better, E. S., & Ngozi, U. P. (2016). Effect of computer assisted instruction (CAI) on senior secondary students’ achievement in chemical reaction and equilibrium in Egbeda local government area of Oyo state. International Journal of Secondary Education, 4(4), 39–43. https://doi.org/10.11648/j.ijsedu.20160404.11

Osuafor, A. M. (2018). Influence of gender on teachers ‟competence in information and Communication technology. In Z. C. Njoku, U. M. Nzewi, & C. V. Nnaka (Eds.), Perspectives On Science and Technology Education in Nigeria (pp. 171–178). GreatAP Express.

Oyebanji, P. K. (2013). Teacher training: Key technology and mathematics teaching. In M. A. G. Akale (Ed.), Proceeding of the 44th Annual Conference of Science Teachers’ Association of Nigeria (pp. 265–267).

Putiorn, P., Nobnop, R., Buathong, P., & Soponronnarit, K. (2018). Understanding teachers’ perception toward the use of an augmented reality-based application for astronomy learning in secondary schools in Northern Thailand. 2018 Global Wireless Summit (GWS), 77–81. https://doi.org/10.1109/GWS.2018.8686716

Ratamun, M. M., & Osman, K. (2018). The effectiveness of virtual lab compared to physical lab in the mastery of science process skills for chemistry experiment. Problems of Education in the 21st Century, 76(4), 544–560. https://doi.org/10.33225/pec/18.76.544

Sadykov, T., & Čtrnáctová, H. (2019). Application interactive methods and technologies of teaching chemistry. Chemistry Teacher International, 1(2), 1–7. https://doi.org/10.1515/cti-2018-0031

Siddiquah, A., & Salim, Z. (2017). The ICT facilities, skills, usage, and the problems faced by the students of higher education. EURASIA Journal of Mathematics, Science and Technology Education, 13(8), 4987–4994. https://doi.org/10.12973/eurasia.2017.00977a

Soltura, R. T. (2022). Designing a constructivist learning aid module in disentangling least mastered competencies in the wave motion. Journal of Research in Instructional, 2(1), 1–18. https://doi.org/10.30862/jri.v2i1.24

Tapera, M., & Kujeke, E. C. (2019). Evaluation of Information and Communication Technology (ICT) challenges in teaching Chemistry, a case of Zimbabwean Polytechnics. IJARIIE, 5(1), 339–344.

Vygotsky, L. S. (1978). Mind and society: The Development of Higher Mental Processes. Harvard University Press.