AN ASSESSMENT OF CHEMISTRY TEACHER COMPETENCE IN THE USE OF ICT IN TEACHING IN SENIOR SECONDARY SCHOOLS

ABSTRACT

This study investigates the competence of Chemistry teachers in integrating Information and Communication Technology (ICT) into teaching within senior secondary schools in Nigeria. Using a descriptive cross-sectional survey design, the research employed a multi-stage sampling technique to select Chemistrychemistry teachers and students from public secondary schools in Kaduna State. Purposive sampling was used to identify teachers for oral interviews. Quantitative data were analyzed using frequencies, percentages, means, and standard deviations, while hypotheses were tested using t-tests and analysis of variance (ANOVA).

Findings reveal that many chemistry teachers are inadequately equipped to effectively integrate ICT into teaching and learning processes. Consequently, their utilization of digital instructional tools remains limited, which may impact student engagement and learning outcomes. The study recommends that public secondary schools provide adequate ICT resources and that chemistry teachers participate in continuous professional development through workshops, seminars, and training programs to enhance their ICT competencies. The research underscores the critical role of ICT in modern chemistry education and its potential to improve pedagogical effectiveness and student performance.

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

Chemistry is a foundational science subject with significant implications for technological advancement and national development. Its effective teaching is essential for preparing students for higher education and careers in science, technology, engineering, and mathematics (STEM) fields. In Nigeria, chemistry remains a core subject for admission into science-oriented tertiary programs, emphasizing the need for high-quality instruction that is both student-centered and results-oriented (Adesoji & Olatunbosun, 2008).

Effective teaching in the 21st century increasingly relies on the integration of ICT tools, which include digital lesson notes, virtual laboratories, simulations, online instructional resources, and multimedia aids (Oyelekan, Olorundare & Anyimigbo, 2013). These resources enhance student understanding of abstract chemical concepts, facilitate experiential learning, and promote active engagement in the classroom. The Internet has transformed education, shifting the role of technology from passive content delivery to an interactive, cognitive learning partner (Jonassen, Marra, Howland & Crismond, 2008).

Instructional resources are vital for effective pedagogy. They encompass textbooks, laboratory kits, visual aids, online resources, and multimedia tools (Ekundayo, 2015; Ige, 2000). Online chemistr resources, such as Chemdex, ChemLibreTexts, and MasterOrganicChemistry.org, provide teachers with platforms to deliver content effectively, making lessons more engaging, interactive, and accessible to students. Previous studies indicate that ICT-enhanced teaching positively influences student academic performance and comprehension (Etuibon, 2014; Smith & Greene, 2013).

Teacher competence in utilizing ICT is therefore crucial. Vygotsky (1978) emphasizes that highly skilled teachers can leverage available resources to enhance learning, while Omosewo (2008) asserts that the quality of any educational system is largely dependent on the expertise of its teaching staff. Khurshid and Zahur (2013) further highlight that students achieve better learning outcomes under teachers with strong academic skills and relevant ICT proficiency.

1.2 Statement of the Problem

Despite the growing importance of ICT in education, the teaching of chemistry in Nigerian secondary schools remains predominantly traditional, relying on the "chalk and talk" method. This approach limits practical engagement, encourages rote memorization, and reduces student interaction with abstract concepts (Obiekwe, 2008; Ibe & Nwosu, 2003).

Many chemistry teachers lack the requisite ICT skills to utilize digital resources effectively, and schools often do not provide sufficient ICT infrastructure. Consequently, students’ learning experiences are constrained, and their academic performance in chemistry is negatively affected. There is, therefore, a need to assess chemistry teachers’ ICT competencies and identify gaps in their ability to integrate technology into pedagogical practice.

1.3 Purpose of the Study

The main purpose of this study is to assess chemistry teachers’ competence in the use of ICT for instructional delivery in senior secondary schools in Nigeria. Specifically, the study seeks to:

1. Evaluate the availability of ICT resources in secondary schools.

2. Assess the competence of chemistry teachers in utilizing ICT tools.

3. Determine the extent to which chemistry teachers integrate ICT into their teaching.

4. Identify challenges that impede the effective use of ICT in chemistry instruction.

1.4 Research Questions

This study addresses the following questions:

1. What ICT resources are available for chemistry teaching in senior secondary schools?

2. How competent are chemistry teachers in using ICT tools for instruction?

3. To what extent do chemistry teachers integrate ICT into their teaching practices?

4. What challenges do teachers encounter when utilizing ICT in chemistry instruction?

1.5 Research Hypothesis

HO1: There is no significant difference in ICT competence between experienced and less-experienced chemistry teachers.

1.6 Scope and Limitations

This study focuses on assessing chemistry teachers’ competence in the use of ICT in public senior secondary schools in Kaduna State, Nigeria. Limitations include financial constraints, limited access to ICT resources in schools, and time restrictions, as the research was conducted concurrently with other academic obligations.

1.7 Significance of the Study

The study provides insights into the current state of ICT integration in chemistry education and highlights areas for improvement. Findings will inform policymakers, school administrators, and teacher training programs on the need to:

• Enhance ICT infrastructure in secondary schools.

• Provide continuous professional development for chemistry teachers.

• Improve pedagogical approaches to leverage technology for effective learning.

Ultimately, the study contributes to improving the quality of chemistry education, fostering student engagement, and enhancing national capacity in STEM fields.