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

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ABSTRACT

This study evaluated focused on an assessment of chemistry teacher competence in the use of ICT in teaching in senior secondary schools in Nigeria. The study was descriptive of the cross-sectional survey method. Multi-stage sampling technique was adopted to select Chemistry teachers and students from selected public secondary schools in Kaduna State. Purposive sampling technique was also used to select Chemistry teachers for oral interview. Data obtained were analysed using frequency count, percentages, mean and standard deviation while the hypotheses were tested using t-test and Analysis of Variance (ANOVA). The study concluded that Chemistry teachers were not fully equipped for ICT integrated teaching and learning. The implication of this was that the Chemistry teachers were not competent in their utilization of ICT tools. It was recommended among others that Public secondary schools in Kaduna State should provide adequate ICT tools for their secondary schools. Chemistry teachers should regularly update their skills and competencies through training and re-training, conferences, workshops and seminars on ICT utilization.

CHAPTER ONE

INTRODUCTION

Background to the Problem

Chemistry has been identified as a very important science subject and its importance in scientific and technological development of any nation has been widely reported. Chemistry knowledge addresses the needs of set educational goals and objectives through its relevance in choice of materials used for ICT tools and functionality in contents, practices and applications. Nations like Nigeria needs a functional chemistry education that will assist in national growth and development because it has been identified as one among the major bedrock for the transformation of our national economy.
It was as a result of the recognition given to Chemistry in the development of the individual and the nation that it was made a core – subject among the natural sciences and other science related courses in Nigerian education system (Adesoji & Olatunbosun, 2008). It has been one of the major pre-requisite subject for offering most science oriented courses in the tertiary institution and this calls for the need in teaching it effectively. Chemistry teaching is supposed to be result oriented and students centred, and this can only be achieved when students are willing and the teachers are favourably disposed to using the appropriate methods and resources in teaching the students (Adesoji & Olatunbosun, 2008).
Buseri (2010) submitted that to meet up with the rapid scientific progress in technology, knowledge acquisition requires the presence of well-trained, efficient, knowledgeable and skillful teachers who are versatile in discharging their duties and responsibility as required. In addition, proper deployment of relevant instructional resources cannot be under-emphasized.
Instructional resources are varieties of resources in any format which influence the student’s learning and the instructor’s teaching (Ekundayo, 2015). They include but not limited to, textbooks, teacher manuals, kits, game, media collection of library books, periodicals, pamphlets, art prints, study prints, pictures, transparencies, films, filmstrips, slides, internet materials such as e-lesson notes, virtual laboratory, simulations, experimental demonstration, online instructional resources, etc. Instructional resources are used to improve students’ knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing (Encyclopedia, 2010). Ige (2000) defined instructional resources as modern science equipment library, printed materials, projected media, real and simulated aids, visual and audiovisual aids, science resources and school environment.
The existence of the Internet has changed the world and it has also transformed education. Currently, the role of technology has changed from a tutor to a learning partner or cognitive tool with the shifting role of the use of technology in education from ‘learning from technology’ to ‘learning with technology’ (Jonassen, Marra, Howland & Crismond, 2008). The use of various online chemistry instructional resources is borne out of the fact that there are different topics to be taught and Chemistry as a subject is more of the abstract which in turn necessitate for simplified instructional resources which will allow the students to achieve the goals of education (Oyelekan, Olorundare & Anyimigbo, 2013).
Online chemistry instructional resources are those resources that can be assessed through the Internet and help chemistry teachers in the effective delivery of instructions to the students (Illinois, 2016). Some of online chemistry instructional resources include but not limited to chemeduresearch.com, chemdex, chem.libretexts.org, Ptable, chemicalbook.com, chemgapedia.org, chemistryguide.org, masterorganicchemistry.org, chemicalelements.com, e.t.c.
Smith and Greene (2013) examined the use of e-learning technologies to enhance learning. While the benefits of e-learning were recognized by the participants, these were somewhat compromised by the technological difficulties experienced. In a study carried out by Etuibon (2014) revealed that a significant influence on the academic achievement of chemistry students taught using ICT tools and those taught by conventional means. The results indicate that a significant influence existed in the scores of chemistry students taught utilizing ICT tools and the conventional group.
The importance of instructional resources cannot be overemphasized in any teaching and learning activities. It is the fact that such resources enhance, facilitate and make learning and teaching easy, lively and concrete. This is as equally important as having capable personnel to handle the instructional resources in efficient delivery content.
Teachers’ qualification is a vital factor to be considered when it comes to effective teaching. The availability of adequate and qualified Chemistry teachers can therefore not be neglected for the success of any science program. Vygotsky (1978) suggested that a qualified teacher can be very good at retrieving resources that other people see as rubbish or have no value to use. Omosewo (2008) commented that the efficiency of any institution depends to a large extent on the academic competence of the teaching staff, as no educational system can grow above the qualities of its teachers. Khurshid and Zahur (2013) asserted that students learn better from teachers with strong academic skills and more experience.. As such, this study investigated chemistry teacher competence in the use of ICT in teaching in senior secondary school.

Statement of the Problem

In recent times, the standard of education in Nigeria has been a major concern and has attracted comment from stakeholders involved. Education, expectedly is aimed at helping the child to acquire the appropriate skills, abilities and competencies required to live in and contribute to the development of the society they belong (FRN, 2013). Science Education is said to be the most appropriate and fastest vehicle for the planned transformation of any society (Jegede, Lagoke & Oyebanji, 1995). Despite its importance to mankind, the efforts of researchers to improve its teaching and learning is said to be too low and educators are incessantly concerned about the need to improve students’ performance especially in the sciences which remains low.
Furthermore, it has been observed based on previous studies that the present methods used in teaching science in general and Chemistry in particular in Nigeria secondary schools do not produce maximum result (Ibe & Nwosu, 2003). Obiekwe (2008) reported that all is not well with science teaching in Nigerian secondary schools, and noted that science teaching lays more emphasis on content and the use of “chalk and talk” method neglecting the practical activity methods which enhance teaching and learning. This negligence and shy-away attitude from activity oriented method of teaching has led to abstraction which makes the student less active in class and more prone to rote memorization. Hence, the need for science teachers to adopt the use of ICT in in order to increase students in the subject. Teachers ICT competence is therefore a priority for effective science learning, hence, the need for this study.

Purpose of the Study

The main purpose of this study was to An assessment of chemistry teacher competence in the use of ICT in teaching in senior secondary schools in Nigeria.  Specifically, this study examined the:

  1. availability of ICT tools.
  2. competence of Chemistry teachers in their utilization of ICT tools.
  3. extent of Chemistry teachers utilization of ICT tools.
  4. challenges associated with Chemistry teachers utilization of ICT tools.

Research Questions

The following questions were answered:

  1. What is the proportion of the available ICT tools?
  2. What is the competence of Chemistry teachers in their utilization of ICT tools?
  3. What is the extent of Chemistry teachers’ utilization of ICT tools?
  4. What are the challenges associated with Chemistry teachers’ utilization of ICT?

Research Hypotheses

The following hypotheses were tested:

HO1. There is no significant difference between experienced and less-experienced Chemistry teachers competence in their utilization of ICT tools.

Scope and Limitation of the Long Essay

This essay is concerned with making an assessment of chemistry teacher competence in the use of ICT in teaching in senior secondary school.   The essay has some limitations such as finance and time constraints. Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials. The researcher will simultaneously engage in this essay with other academic work, this consequently will cut down on the time devoted for the essay work.

Significance of the Essay

The purpose of this study is to share with the readers the findings of the essay conducted to investigate the need of Information and Communication Technology (ICT) in Secondary School Management in Kano State. It is generally conceived that the concept of Information and Communication Technology (IC) is relatively new and perhaps most secondary schools have not completely adopted its use in teaching and learning process.  Technology is now at the threshold of its maturity within all the sectors. An overview of the essay in the need of ICT adoption by Secondary School teachers shows that the utilization of ICT will have a major influence- on the teaching and learning process. On the other words, ICTs had proved to be an effective tools for educational purposes, although it has extend and transformed the way students learn and teachers teach. This essay will serve as a pivot for other essay researchers that may want to research on this topic.

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

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