CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Information and communication technology (ICT) have become key tools and had revolution

impact on how we see the world and how we live. Today, the place of information and

communication technology (ICT) in education and the world in general cannot be

undermined. Information and communication technology (ICT) is one wonder developed my

man in the quest to make life easy and for the exchange of goods and service, ideas and

knowledge.

Information and communication technology as the name implies is of a particular

subject craft of practical use machinery developed by man for the application of scientific

knowledge or facts provided or learned and to be able to transmit to others this knowledge

and facts. Information and communication technology (ICT) encompasses the use of

computer and other telecommunications technology for storing and sending of information

(data). Information and communication technology (ICT) has great potentials and

applications in science education especially in the learning and teaching of chemistry in

senior secondary schools and all aspect of life in general.

According to Bandel (2016), ICT is a revolution that involves the use of computers,

internet and other telecommunication technology as well as necessary enterprise software,

middleware, storage that enables users to access, store, transmit, and manipulate information

in every aspect of human endeavor.

Ofodu (2012), refers to information and communication technology (ICT) as

electronic or computerized devices, assisted by human and interactive materials that can be

used for a wide range of teaching and learning as well as for personal use. The availability

and use of information and communication technology is desirable considering the relevance

of science education to the technological advancements and upgrade. Information and

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communication technology has substantially changed the world, creating new patterns of

social and economic interaction and information of life style, work and communication.

ICT are now of no doubt, being accepted as part of our contemporary world as they perceived

as tools for rapid changes in technology, political and global economic transportation. The

penetrating influence of ICT is not only limited to the spheres of human endeavor but also in

the field of education where it is perceived as transforming agent in education delivery and

education methodology. As observed by Hoostruj (2004) perhaps the greatest achievement of

the 21st century was development and application of ICT to facts of human endeavor.

According to him, ICT has significantly impacted on the course of human development

because it has positively transferred effectively and efficiently every aspect of human life

such as accountancy, agriculture, aviation, banking, communication, culture, medicine and

education e.t.c.

According to Olorundare (2006), utilization of ICT in schools, curriculum

development, implementation and evaluation, has brought a tremendous changes to education

sector there is no doubt that ICT has found its riches in education development in the

education sector in both developed and developing countries attest to the fact that ICT has

become a central focus of many countries education policies and such its use and integration

has become widespread in the various school system.

ICT has proved to be very useful in education over the years and has help in making

teaching and learning activities very easy and stress free. ICT is useful in education in so

many aspects which includes fast communication, Motivating factor, cooperative learning

factor, research factor and so many more.

Fast communication as one of the uses of ICT in education has helped students

illuminate all geographical boundaries, so students can join various projects all around the

world. It is also possible to learn about new cultures and languages without leaving your

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possible location. It is like a science fiction that has become reality. Students can exchange

files between each other at a fantastic speed with no limits on space.

Motivation factor is also among the uses of ICT in education, young people especially

students are drawn to technology news. Educators must use technology tools in their lectures

to capture and keep the attention of young students. Any new technology opens new

possibilities for teaching, for instance, the internet has opened great possibilities for

innovative ways and methods of studying. ICT makes studying easier and enjoyable because

students are easily attracted to them which would motivate them to do more.

Cooperative factor is also among the uses of ICT in education, the chance of

cooperative learning is made available via ICT which encourages dialog between students.

They can also learn about the ideas of collaboration from the internet. It makes teachers job

easier as they can approach their students with the help of modern technologies. Same thing

appliesto the teachers; they can share knowledge or facts about their students and their overall

progress in a classroom via ICT.

Lastly, research factor which is also among the uses of ICT has helped in education. It

is obvious that with internet and modern technologies, it has become ineffective to make any

kind of research in libraries alone. The internet is an open world to diverse types of

knowledge for students. With the vast number of tools open to them, the internet is

impossible to resist.

ICT in education is necessary in Nigeria, which needs to be implemented in every

school. Unfortunately, not all schools can afford classes with interactive blackboards or even

the internet. Nevertheless ICT in education is the future for the education of students all

around the world and if Nigeria students want to compete with other students in the world

they have to learn ICT, and teachers must implement ICT in their lessons.

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 Nowadays, schools or learning institutes provides computer and information

technology as learning material to gain knowledge and experience. Students now have more

understanding during teaching process, internet especially provides many lands of

information and also learning tools in school education lines the objective of the exercise is to

prepare them in solving problems. One of the methods is by using multimedia activities,

besides learning, the teachers can attract the students interest in learning process and they can

understand more if they learn by using something that will attract the interest therefore by

implementing ICT in teaching, providing them with tools to illustrate some points or

processes as well as to support long distance educational system, the importance of ICT is to

enable them to associate between concrete, tangible facts from abstract ones to help promote

the students retention and to facilitate the simulation and recovery phase (Olusanya& Oladele

2003).

The federal government recently led the way with the launch of a new national policy

on Information and Communication Technology (ICT) in the nation’s education sector, in a

bid to enhance modern teaching and learning in schools across the country, the Minister of

Education Malam AdamuAdamu, at the launch of the facility in the country’s capital Abuja,

said the ICT policy will be integrated into school’s curriculum.

He stated that the policy would provide the needed guidance on expectations from all

stakeholders in the entire process of ICT integration. This move is commendable because the

current curriculum lacks Information and Communication Technology (ICT) leaving the

system to churn out half baked graduates. The system as it is today cannot create a knowledge

driven economy in which the generation and the exploitation of knowledge play the major

part in the creation of wealth.

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 Particularly disturbing is the fact that most Nigerian graduates leave institution of

higher learning without even touching a computer, leaving them requisite skills to integrate

into the ICT driven business environment. The way forward is to develop an effective

curriculum that includes communications, numeracy, Information Technology, and social

skills. The primary goals to why ICT was included in Nigeria curriculum include providing

access to quality education at all levels, improved learning and teaching infrastructure,

according to greater importance to science, Information Technology, vocational education.

But in Nigeria Educational system today, the teaching and learning of Chemistry are

being done mainly using lecture method with less emphasis on practical and demonstration

method (Achuonye 2012). Today, Chemistry as a science subject is facing a lot of problems

in terms of teaching and learning in senior secondary schools. Generally, students sometimes

shy away from chemistry either because of its difficulty or inadequate methods of teaching by

the employed teachers.The sad story is that many of the government owned secondary

schools that received these computers do not use them for either administrative or teaching

and learning purpose. This indicates that the teacher and students are still lagging behind in

the trend of changes in the world. This also shows that there is a tendency for the teachers

and students to be denied the opportunities which information and technology offers in the

teaching and learning activities. There is need to replace the traditional pedagogical practices

that still underpin the educational system in the state, hence there is the need for the

application of Information and Communication Technology (ICT) in Nigeria secondary

schools.

To teach chemistry in an understandable way, there is the need to use different

teaching aids strategies by teachers. One is therefore worried that there are not enough

computers to supply or that the schools on the other hand have failed to use them.

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Therefore,this study is aimed at determining the application of ICT in Education: A focus on

chemistry practices in Jos North Local Government Area.

1.2 STATEMENT OF THE PROBLEM

Information and Communication Technology (ICT) have become key tools and had a

revolutionary impact on how we see the world and how we live in it. This phenomenon has

given origin to the contemporary advances in the ways of life. Information and

Communication Technology is having a revolutionary impact on educational methodology

globally.

In the Nigerian educational system today, the teaching and learning of chemistry are being

done mainly using lecture method with less emphasis on practical and demonstration method

(Achuonye 2012). The call for the application of Information and Communication

Technology (ICT) is faced with challenges of insufficient Information and Communication

Technology (ICT) resources such as laptops, desktop computers. However, this revolution is

not widespread in Nigeria as seen in many of our schools. As it can be observed, we have the

problem of inadequate chemistry teachers in our secondary schools. Teaching in itself, as we

know does not attract graduates, partly because of the unattractive remuneration it offers.

Most graduates of chemistry lack educational background as a lot of them are attracted to

industrial concerns. The few found in the field of teaching have no concerns for ICT.

There is also the problem of lack of adequate ICT infrastructure available in our

education system. This has reduced access to ICT instructional materials to chemistry

teachers and students. Many teachers in Plateau State, Jos North to be precise, have been

unable to find effective ways to use technology in the classrooms or any other aspect of their

teaching and learning life. The possible explanation for this lack of success by teachers is that

the use of ICT in the classroom has not been encouraging.

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 Therefore, this research project intend to see if the application of Information and

Communication Technology (ICT) facilitates the effectiveness of the teaching and learning of

Chemistry in Jos North Local Government Area of Plateau State and its noticeable effects on

the performance of Chemistry delivery in the classroom.

1.3 PURPOSE OF STUDY

The general purpose of this study is to examine the application ofInformation and

Communication Technology (ICT) in teaching and learning of Chemistry in Jos North Local

Government Area. Specifically, the study seeks to find out the:

1. Availability of information and communication technology (ICT) resources in senior

secondary schools.

2. Extent of usage of information and communication technology resources in teaching and

learning of Chemistry.

3. Problems of using Information and Communication Technology (ICT) resources in

teaching and learning of chemistry.

4. Finding solutions to the identified problems.

1.4 RESEARCH QUESTIONS

The following questions guided this study.

1. What is the availability of Information and Communication Technology (ICT) available

in senior secondary schools in Jos North Local Government Area?

2. What is the extent of usage of Information and Communication Technology (ICT)

resources in teaching and learning of chemistry in senior secondary schools in Jos North

Local Government Area?

3. What are the problems of using Information and Communication Technology (ICT)

resources in teaching and learning of chemistry?

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 What are the proffered solutions to the problems of using ICT resources in teaching and

learning of Chemistry in senior secondary schools in Jos North Local Government Area

1.5 RESEARCH HYPOTHESIS

H0: There is no relationship between Information and Communication Technology (ICT)

and teaching and learning of chemistry in senior secondary schools in Jos North L.G.A of

Plateau State.

H1: There is a significant relationship between Information and Communication

Technology (ICT) and teaching and learning of chemistry in senior secondary schools in Jos

North L.G.A of Plateau State.

H0: ICT is not relevant in teaching and learning of Chemistry in senior secondary schools

in Jos North L.G.A of Plateau State.

H1: ICT is relevant in teaching and learning of Chemistry in senior secondary schools in

Jos North L.G.A of Plateau State.

1.6 CONCEPTUAL /THEORETICAL FRAMEWORK

Activity Theory by Kaptelinin and Nardi (2006)

Activity theory aims at understanding the interaction of Human beings and the social

entities that compose their everyday natural settings. Achieving this understanding requires

going through analysis of genesis, structure and process of human activities (kaptelinin and

Nardi, 2006). The genesis of human activities starts with a subject and objective (a need)

where the subject of human being, consciousness is significant in what he does and how he

reacts to the needs in his life. In activity theory, any activity is an activity of a subject. Not

any entity is a subject. Subject live in the world; they have needs that can be met only by

being and acting in the world” (Kaptelinin and Nardi, 2006). Some theories for instance,

actor-network theory, assume symmetry between the social and the technical (that is, humans

and non-humans) elements of activity, suggesting both are collective in that they are equal in

8
their influence on each other (Latour 1999). Activity theory does not subscribe to this

philosophy. Rather it grants agency to human subjects only, emphasizing their superiority

over non-human elements as social beings with significant traits of consciousness and

internationality (Diaz Andrade, 2010; Miettinen, 1999).

Mwanza and Engestrom (2005) opined that “the current surge to implement

information and communication technologies (ICT) within teaching and learning process has

created an inevitable need to store, access and distribute educational resources via

technology-based systems, particularly databases and we-bases systems”. They further stated

that the use of ICT as a tool in teaching and learning processes has great implication for both

teachers and students as creators and users of educational content. There is also an inevitable

need for current higher education administrators to involve technical, information and

educational specialist when handling issues regarding the management and distribution of

educational content especially in e-learning environment. In addition they opined in

distributing learning materials to a large number of people especially when they are separated

by distance and time. Without doubt, higher education delivery, shape and is in turn shaped.

Diffusion theory by Rodgers (1983)

Finally, one of the most influential explanations of people’s adoption of innovations can

be found in the diffusion literature (e.g. Rogers 1983, 1990, Grantham and Vaske (1985).

Diffusion theorist point to a Recurring’s curve of expansion of technology use in society from

initial groups of early adopters through to the majority of the population at a later date. Such

writers have identified a succession of phases in the diffusion of innovators throughout the

twentieth century-pointing to an “inevitable” progression from innovators’ to those

individuals who are early adopters through to the early majority, the late majority and

eventually those individuals who ‘laggards’ (Rodgers, 1983). This model of progressive take

9
up of technology has proved especially in marketing and commercial settings leading to a

variety of derivations, such as mendoza’s (2001) ‘skaters’, ‘striders’, ‘stroller’ and starters’.

According to diffusion theories societal use of innovation is hastened by its relative

advantage i.e. “the degree to which an innovation is perceived as providing better benefits

than the previous idea that it replaces” (Rodgers, 1983) from this perspective, new ICTs such

as internet are seen to have a high degree of relative advantage as Rodgers (2001) continues:

“compared to postal mail, email via the internet is faster, cheaper and quicker ,Compared to

books or other sources of information, the world wide web is a convenient means of

searching for information (that is, if an individual have access to a computer and moderm)

this natural diffusion (or trickle down) thesis can been seen as elaboration of a technological

determinist viewpoint that access to ICT.

The relationship between these theories and ICT is that learners are encouraged to

take responsibility for their own learning. Oliver (2012) argued that technology based

learning environment are based on a constructivist approach to learning and emphasis is on

learning as a process of personal understanding of the meaning making which is active and

interpretative.

The activity approach is an extremely relevant teaching practice in the twenty first

century classroom. In teaching with ICT, Howell (2012) asserts that through social

interactions precede the development of knowledge and understanding, which are the end

product of socialization and social interactions. The activity approach can be achieved

through integration and use of ICT in the classroom, which supports creating a constructivist

learning environment through provision of access to interactive and collaborative tools (such

as interactive whiteboard, online learning games, virtual learning environment (VLEs) such

as blackboard, wikis, blogs, mobile devices and social networking sites.) all of these tools

provides students different ways to create and build upon content effectively.

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1.7 SIGNIFICANCE OF THE STUDY

This research would be of great benefit to teachers, students, chemical educators,

chemistry researchers and the general public; particularly those who are burdened with the

desire to effectively learn chemistry.

The study is of relevance to the Chemistry teachers, because teacher’s aspiration and

desire is to provide the students with the required help they need in learning and

understanding chemistry, to make the students effective in society. This research will at least

bring to bear some of the causes under the performance of students using ICT in the class to

help the teachers adjust better where necessary.

The research will be relevant to the school administrative planning committee and

curriculum planers so as to suggest whether or not it is favorable to make use of ICT in

learning programs by the students for growth and development of the school curricula and it

will serve as a guide to other researchers who will seek to finding solutions to the factors

affecting application of ICT in teaching and learning chemistry in senior secondary schools.

Finally, the categories of people of which this research will be significant to are the

parents and guardians. This will be dream come true for parents, guardians and students as

both are engage in the quest for academic excellence.

In conclusion, the researcher seeks to improve and assists the government at the end of the

day in making policies so as to enable the teachers and students to acquire enough skills and

to fulfil the objectives of the national policy on Education (Federal republic of Nigeria)

towards the promotion of information and communication technology (ICT) in schools.

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1.8 SCOPE OF THE STUDY

The study is delimited to “The Applications of Information and Communication

Technology (ICT) in education: A focus on chemistry practices in Nigeria”. Furthermore, the

researcher has chosen Chemistry as a subject area of interest and specialization. This does not

in any way undermine the usefulness of other subjects.

Another important item is the geographical coverage of the study. This is narrowed down to

the study of senior secondary schools in Jos North Local Government Area of Plateau State.

The researcher does not acknowledge all the schools in the area but schools were however,

selected randomly. This is due to constraints either of time, funds and special separation of

schools or in combination of affirmative factors

1.9 DEFINITION OF TERMS

1. Application: This is an action of putting something into operation.

2. Information: Are facts provided or learned about something or someone.

3. Communication: This is the means of exchanging (receiving or sending) information.

4. Technology: This refers to methods, systems, and devices which are the result of

scientific knowledge being used for practical purposes.

5. Chemistry: This is a branch of science which deals with matter, its composition and

properties.

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 CHAPTER TWO
LITERATURE REVIEW

This chapter reviews literature under the following sub-headings:

Introduction, The need for ICT application in Nigerian Secondary Schools, ICT and methods

of teaching chemistry, ICT competency and the use of ICT in teaching Chemistry,

Accessibility and the application of ICT in teaching and learning Chemistry, Teachers

attitude towards the application of ICT in teaching, Use of ICT teaching Chemistry, Types of

ICT materials available for the teaching of Chemistry, Prospects in the use of ICT in

teaching, Related Empirical Study, Summary of Literature Review.

INTRODUCTION

The application of ICT in education has become a subject that is mostly discussed in

this modern era. Most educational institutes want to adopt ICT into their institutions as ICT is

believed to improve instructional delivery and conducive learning environment (Onwugboke

Et Al 2015). Despite the truth that Nigeria is still a developing country, Nigeria still needs to

adopt the use of ICT in education to follow the pace of the modern world. Having seen that

ICT improves teaching and learning, the improvement of secondary school education in

Nigeria will be a good realization. In Nigeria, some researchers like (Adomi&kpangba 2010)

have also mentioned that the application of ICT in teaching will prove beneficial in

improving Nigeria’s educational system and giving secondary school students studying

chemistry and other related subjects to get a better comprehension and understanding of the

subject being taught.

The need for the application of ICT in education in the teaching of chemistry in senior

secondary schools should be adopted and considered as the main priority. Information and

communication technology (ICT) seems to be accepted in developed countries as the best

instructional material used in teaching students in senior secondary schools in Jos North,

Plateau state, Nigeria will yield a magnificent result.

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2.1 THE NEED FOR ICT APPLICATION IN NIGERIA SECONDARY SCHOOLS

Improved secondary education is essential to the creation of effective human capital

in any country (Evoh, 2007) the need of ICT in the teaching of chemistry in Nigerian

secondary schools cannot be overemphasized. In this technology driven age, everyone

requires ICT knowledge and competence to survive. Organizations are finding it very

necessary to train and re-train their employees to establish or increase their knowledge of

computers and other ICT facilities (Adomi & Anie, 2006) this is why the introduction of the

application of ICT should be made early enough.

New instructional techniques that use ICT provide a different modality of

instruments, for students, ICT use in teaching chemistry allows for increased

individualization of learning. In schools where technologies are immediate feedback for

literacy enhancement, which is partially implemented in the Nigerian secondary school

systems. ICT application will prove vital in improving the Nigerian educational system and

yielding a better education for the students, with time this will definitely lead to ICT growth

in Nigeria.

2.2 ICT/AND METHODS OF TEACHING CHEMISTRY

There are evidences supporting theintroduction and use of new ICT/technologies

ininstruction. The World Bank (2004) opined that ICTs should be considered withineducation

for the purpose of reforming curriculum, reinforcing teaching/learning andto improve

leaning. The UN Secretary of State (2005) speaking on the role of technology ineducation

said we must ensure that Information and Communication Technologies (ICTs) are used to

help unlock the doors of education. As a result, Millennium Development Goals (MDG’s)

came up with this policy “to co-operate with the private sector, to make available the benefits

of new technologies, especially ICTs to increase educational opportunities and unlock the

door of education. As a result of this, new technologies are being disseminated into

14
educational institutions at a rapid rate. For the new technologies to be effectively utilized,

teachers at all levels need not only to be proficient in the technologies but must also be well

versed in its effective integration into their instruction. The major area Nigeria could meet

this expectation is the teacher’s preparation in the methods class. It is in the methods class

that the students can see their teachers modelling the use or lack of use of the technology.

The use or lack of use of the new technologies may widely affect the students in future as

regard whether to use them or not. Other problem associated with the new technologies is the

preparation of the pre-service teachers and their level of proficiencies in its usage in

education. According to Bull, Bell, Mason and Garaofalo (2002) the use of technology in

instruction should either be to improve efficiency or to re-conceptualize the curriculum.

2.3 ICT COMPETENCY AND THE USE OF ICT IN TEACHING CHEMISTRY

ICT competency is defined by (martial and Randal 2014), as high ICT knowledge

about, skills, mastery and ability to use ICT effectively and efficiently. It is the teacher’s

knowledge, skills and ability to use ICT tools effectively and efficiently in teaching of

chemistry in senior secondary schools. In promoting the use of ICT in teaching chemistry,

Teachers ICT competence should be considered as one of the foundations and bedrocks of

achieving the desired goal of using ICT in teaching chemistry in senior secondary schools

and education at large. Downloading and storing of data for education purpose, using

PowerPoint, interactive whiteboards and many others with adequate skills, Knowledge would

be difficult. Therefore, for a successful integration of ICT into the teaching of chemistry in

Jos North secondary schools, Nigeria, to be achieved the need for teacher’s ICT competence

should be emphasized.

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2.4 ACCESSIBILITY AND THE APPLICATION OF ICT IN TEACHING AND
LEARNING CHEMISTRY

According to (Okolije 2016), Accessibility of ICT is the ability of Teachers and

students to possess or have ICT materials and take advantage of the available ICT services.

Accessibility is the ability for everyone, regardless of disability or special needs to access to

information and communication technology (ICT) has been identified by Al Mulhim (2014)

as a school level factors which hinders teachers from using ICT in teaching. It has been noted

by researchers that if teachers do not have access to ICT, they will be drawn away from

encouraging the implementation and application of ICT in teaching chemistry and other

subjects in Nigeria Senior Secondary schools.

Access to ICT is a key determinant of teacher’s ICT utilization, (Akijide 2015).

Research studies have also shown that there is a relationship between accessibility and the

use of ICT in education. The study was done with 1163 teachers. The findings obtained

showed that the accessibility of ICT materials influenced teachers use of ICT. Teachers who

had access to ICT were keen in adopting and using ICT in their access to ICT were keen in

adopting and using ICT in their classrooms while those who had no access of ICT showed no

interest in using ICT in their classrooms. Therefore, the lack of ICT accessibility always

prevents the adoption and integration of ICT in teaching and learning of chemistry in senior

secondary schools in Nigeria. The findings of these studies have proven relationship between

accessibility and application of ICT in education. As a result, teacher’s accessibility of ICT in

Jos North Secondary Schools should be examined. The application of ICT in education will

only be possible if there is accessibility of ICT materials. Obviously, if the teachers do not

have access to ICT resources, they will not be able to use ICT in teaching.

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2.5 TEACHERS ATTITUDE TOWARDS THE APPLICATION OF ICT IN
TEACHING

According to Capan (2012), teacher’s attitude are self-perception and assessment of

how they feel about the use of ICT in their teaching exercise. Previous Studies have

mentioned it as one of the factors which influences the implementation and the use of ICT in

teaching.

Teachers attitude is a factor in the embrace or rejection of ICT. It has also been

reported that attitude towards ICT and actual use of ICT are associated. Al- zaidxyen Et Al

(2010) discovered that teacher’s attitude towards the application of ICT has a direct

relationship with teachers use of teaching. Teachers attitude towards ICT, whether good or

bad attitudes, foretells how teachers reacts to the use of ICT and the extent of their ICT usage

in classroom, (Gilakjani&Sabzian 2013). According to (Cubukwoglu 2013), teachers who

have negative attitudes towards ICT do not use ICT while those who have positive attitudes

towards ICT, make use of ICT in their teaching practices. Positive attitudes always bring

about teachers use of ICT.

The result reports of the research studies mentioned in the last paragraph have shown

that the success of any move to initiate the use of ICT in any educational institution relates

with the attitudes of the teachers involved. Teacher’s attitudes need to be left out when

discussing any subject that involves the integration of ICT in teaching, because there is a

significant relationship between the attitudes of teachers towards ICT and their use of ICT in

teaching. Teacher’s attitude is a factor which can play an important role in the teacher’s

acceptance and application of ICT in teaching chemistry and other subjects in Jos North

Secondary Schools, Plateau State, Nigeria.

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2.6 USE OF ICT IN TEACHING CHEMISTRY

The use of ICT in education means the performing of academic and Non- academic

activities using ICT, (Okolije 2016). The use of ICT in teaching in this subject involves the

use of technology gadgets like interactive white boards, computers, internet which could aid

in teaching, and sophisticated laboratory equipments such as analytical balance, centrifuge,

flask glassware, chromatography which are used to enhance chemistry practical in Secondary

Schools in Nigeria. In education, the use of ICT is becoming popular; many teachers now use

multimedia projectors, computers, power point and CD-ROM to aid in their teaching

practices.

Studies done on the use of ICT in education have shown that ICT usage helps to

facilitate teaching and enable students learn better. Teacher’s major benefit of the use of ICT

in teaching includes better management storage, and maintenance of work. There have been

proofs from previous research studies that the use of ICT in teaching is related to teacher’s

attitude towards ICT.

There is need for the use of ICT in teaching in Nigerian Secondary Schools for

effective instructional delivery. According to Abdul- Raheem (2011), unavailability and

insufficiency of instructional materials are the main causes of the Non- productive nature of

Nigerian School System and poor academic performances of Students in chemistry in

Nigerian Secondary Schools. The use of ICT as instructional materials in Nigerian Schools

has the potential to enhance teaching and learning of chemistry, but being a third world

country, Nigeria is not yet familiar with the modern day change of information and

communication technology and its use. Instructional materials are important and notable

implements needed for teaching and learning of chemistry and it also promote competency

and enhance student’s performance.

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 The methods of teaching used in education in Nigeria is the face to face traditional

mode of lesson delivery which has been seen as ineffective in meeting the demands of

learning in this technology driven generation, (Onwuagboke 2015). Nigeria has not fully

implemented the use of ICT in education in Nigeria. The attempts made towards

implementing the use of ICT in Nigerian secondary schools have not had ample effect, (Eme

Et Al, 2015).

Researchers such as (Yunus, Et Al 2013), have claimed that using ICT in education

improves Teachers instructional process and facilitates students learning process. The use of

ICT in education brings about a more communicative classroom and greater interactivity,

(Alharbi & Drew, 2014). According to (Omuagboke, Et Al 2015), there is a vast belief that

information and communication technology (ICT) has the ability to change teaching and

learning processes from greatly teacher Plotted to student centered. The implementation and

use of ICT in education will also improve Nigerians education system, by enhancing

teacher’s instructional effectiveness.

After having seen all the benefits of ICT in education, the use of ICT in teaching

chemistry in Jos North local government secondary schools, Nigeria is low. The need for the

adoption of ICT in teaching chemistry in Jos North secondary schools should be considered a

thing of great importance. Implementing the use of ICT in teaching of chemistry in Jos North

secondary schools, Nigeria may enable students and teachers to participate actively in the

teaching and learning processes, aid in lesson delivery and improve teaching and learning

process. It will stand as an instructional material that is lacking or inadequate in Nigerian

secondary schools. The mentioned factors which may hinder the implementation of the use of

ICT in education in Nigeria are being discussed as follows:

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  Limited or poor infrastructure.

 Lack of accessibility of ICT facilities in schools.

 Frequent electricity interruption.

 Knowledge and competency on ICT.

 High cost of ICT facilities.

 Limited school budget.

 Poor perception of ICT among teachers.

Limited or poor infrastructure is a major factor that affects the application of ICT in

Nigerian Schools; most schools have little or no infrastructure that can accommodate ICT

facilities that will facilitate the use and application of ICT in teaching and learning of

chemistry in the Nigerian Secondary Schools.

Lack of ICT facilities is another problem that affects the application of ICT in education

in Nigerian Schools because most schools.

For the effective use of ICT to be successfully initiated in teaching Chemistry in Jos

North Secondary Schools, Nigeria the mentioned factors need to be considered. The factors

and level of use of ICT in Jos North Secondary Schools needs to be studied in order to know

the acceptance and actual use of ICT in teaching chemistry in Jos North Secondary Schools.

2.7 TYPES OF ICT MATERIALS AVAILABLE FOR THE TEACHING OF

CHEMISTRY

Education is in the process of a major change, where through innovations in

technology and teaching methodology, academic institutions are being given an opportunity

to work for the benefit of the student (Bunyi, G., 2007). According to Nato and Omoro

(2013) the following ICT materials generally useful for the teaching of chemistry:

 Scientific calculators

 Computers

20
  Televisions

 Internet

 Microscope

2.8 PROSPECTS IN THE USE OF ICT IN TEACHING

There are numerous and good prospects for the use of ICT in teaching and learning in

secondary schools in Nigeria. The following major areas suggest the range of applications

that computer can serve lecturers/teachers and learners in Nigeria. First, computer can

enhance educational efficiency. The efficiency in teaching various subjects could be

improved. For instance, many higher institutions lecturers are already teaching large classes

of students. In this situation, students no longer receive the much desired individual

assistance. Furthermore, English language is taught and learned as a second language in

Nigeria and many teachers of English are weak. It is possible to use carefully prepared

computer programs to ensure that learners are accurately and systematically instructed. Also,

the computer can enhance problem-solving skills of the learners by focussing on thinking

skills especially in subject such as mathematics.

Second, computers can serve administrative functions. They can replace the laborious

exercise of filing papers in filing cabinets and shelves where records accumulate dust over a

long period of time. Another administrative application of the computers is their use for

budget planning, accounting for expenditure, writing correspondences and reports, assigning

students to classes, reporting students’ progress and testing students and scoring tests which

help to reduce paper work. It is true that many of the tasks above are not effectively and

efficiently done in higher institutions in Nigeria.

Third, computers can be used for individualized learning in higher institutions in

Nigeria. Due to large classes and differences in individual learning style and pace,

microcomputers will enable the student to progress at his or her own pace and receive

21
continual evaluation feedback and corrections for errors made. In this way, computers allow

the development of partner-like interactive and individualized relations with the user.

Computers play the role of the tutor and present the leaner with a variety of contents and

symbolic modes.

Fourth, computers can change current pedagogical practices in Tertiary Institutions in

Nigeria, which depended heavily on the traditional lecture method. It is universally accepted

that computers allow more modes. Fourth, computers can change current pedagogical

practices in It is universally accepted that computers allow more independent exploration,

more personally tailored activities, more teamwork, and more significantly, less didactic

instruction. The role of the teacher, therefore, changes from information dispenser to that of

information manager, from authoritative

Fifthly, computers will offer the Nigeria lecturers improvement in the techniques of

research. The cumbersome exercise of searching by hand through the library’s card catalogue

or periodical indexes can be made easier by typing few key worlds pertinent to the research

topic into a computer and the researcher can receive extensive list of related sources of

articles in books and journals in just a matter of minutes.

2.9 RELATED EMPIRICAL STUDY

Though a lot of studies abound in areas related to ICT application but very few on

academic records are available to the researcher.

Bamidele (2007) conducted a study titled the application of information and

communication technology (ICT) in Nigerian Secondary Schools in Ondo and Ekiti states.

The study investigated the level of Availability of ICT facilities for teaching and learning, the

perceived benefits of using ICT and the problems facing the use of ICT in Senior Secondary

Schools. The descriptive survey design was used for the study. The population consisted of

teachers and principals of secondary schools in Ondo and Ekiti State. The sample consisted

22
of 320 teachers and 40 principals randomly selected from the secondary schools in Ondo and

Ekiti states. A self-designed questionnaire tagged ‘ICT’ and secondary schools (ICTs) were

used to collect data for the study. Data collected for the study were analysed using frequency

count and percentage scores. The study revealed that ICT facilities were lacking in schools to

include; making teaching-learning interesting, helping the distance learning programme,

enhancing quality of work for both teachers and students. However, despite these perceived

benefits, the study also revealed some of the challenges facing ICT in Senior Secondary

Schools to include irregular power supply, inadequate computer literate teachers, high cost of

purchasing computers in Schools, inadequate facilities to support full application of ICT and

lack of fund. It was therefore recommended that government should increase the funding of

education sector, and that there should always be periodic training for teachers on computer

and ICT skill acquisition. This study is related to the present study in that both reveal

variables that makes ICT a success. Bamidele study differ from the present study in that the

earlier study was conducted in Secondary Schools in ondo and Ekiti states while the present

study is in Jos North Plateau State.

Adeyemi and Olaleye (2010) carried out a study on ICT for the effective management

of secondary schools in Ekiti State, Nigeria. The study sought to examine ICT utilization in

effective management of Secondary Schools in Ekiti State.

Descriptive design was adopted for the study. A sample of 812 was used with an

entire population of six thousand, two hundred and seventy-eight teachers. The instrument for

data collection was a structured questionnaire titled ‘ICT and effective management of

secondary schools questionnaire’. The findings indicated the low level of principals’

management of schools in the state might be connected to the poor ICT availability and

utilization in schools.

23
 The study bears so much relevance to the present study in terms of respondent

(teachers). And the slight difference in the use of principals instead of students as the main

population for this study.

2.10 SUMMARY OF LITERATURE REVIEW

This chapter has reviewed relevant literature on the topics of teacher’s ICT

application and their perceptions towards it. Teachers have low level of ICT use in Jos North

Local Government Area because Accessibility of ICT is low, competency among teachers in

Jos North Local Government Area is also low, Attitude towards ICT and behavioural

intention to ICT. It can be concluded that the application of ICT can be effective in the

teaching and learning of chemistry in Jos North Local Government Area when the problems

affecting ICT has been solved.

The reviewed empirical studies are of immense relevance to this study which seeks the

application of ICT in education in teaching and learning of chemistry in Jos North Local

Government of Plateau State. All the major concepts that are related to this study were

reviewed. Two related empirical studies were reviewed. The studies are directly related to

this study because they are concerned with accessibility, availability and utilization of ICT

for effective teaching and learning in schools. From the review of related literature, it was

found out that none of the studies dealt withthe application of ICT in teaching and learning of

chemistry in senior secondary schools in Nigeria.

24
 CHAPTER THREE
RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter presents the methods and the procedures used for the study as follows,

Design of the Study, Population of the Study, Sample and Sampling Techniques, Instrument

for Data Collection, Validation of the Instrument, Reliability of the Instrument, Method of

Data Collection and Method of Data Analysis.

3.1 DESIGN OF THE STUDY

The research design for this study is descriptive survey research design. As a

descriptive survey research, the design of this study requires the researcher to select group of

respondent, collect information from them and use the information to answer the research

questions formulated in this study. The research design attempts a descriptive view of the

research problem inferred by the sample of students and teachers then findings of the

research are generalized on the entire population in the study. The researcher choice of

survey design is because it’s fit into the pattern of the research topic and it allows unbiased

information to be collected about the large population from a small sample.

3.3 POPULATION OF THE STUDY

Akinade and Owolabi, (2012) defined population as the total set of observations from which

a sample is drawn. The target population of the study was all the chemistry students from

public and private senior secondary schools in Jos North Local Government Area of Plateau

State.A simple random sampling technique by balloting was used to select 10 schools from

the target population.

3.4 SAMPLE AND SAMPLING TECHNIQUES

Omosodi, (2010) define sampling techniques as a process by which a set of subject

representative of a given population are selected. The selection is done through simple

random sampling techniques. A simple random sampling technique by balloting was used to
25
 select 12 students each from selected schools given a sample size of 120 senior secondary

school chemistry students. A simple random sampling techniques has been used for the study

because it accommodates all the elements in the population where each of the elements has

equal chance of being included. The sampled school includes: G.S.S Babale, Zololo High

School, Baptist High School Jos, Naraguta Private School, Mafeng High School Jos, C and S

College Jos, G.S.S Kabong, Senate private school, Salama High School and Bishop College

Jos.

3.5 INSTRUMENT FOR DATA COLLECTION

The instrument to be used in this research for data collection is the questionnaire. The

instrument to be used in this research for the purpose of data collection is the questionnaire

two set of questionnaire were design by the researcher to collect information from the

students and teachers respectively. Each of the questionnaire consists of two section, section

“A” and “B” section A which is known as the demographic characteristic of respondent is

designed to collect the logical information about the respondent such as Sex, Age, Class etc.

Section “B” which consists of design set of question aimed at collecting information in the

following areas.

-Impact of ICT in chemistry teaching and learning

-Availability of ICT facilities by school

-Utilization of those ICT facilities by teachers and student in teaching and learning of

chemistry.

-Problems associated with the inculcation of ICT into teaching and learning of chemistry.

Ways of promoting students and teachers’ knowledge and use of ICT in chemistry.

3.6 VALIDATION OF THE INSTRUMENT

The validity of instruments is useful in the verification of the appropriateness and

comprehensiveness of the instruments. The instruments were used in collecting data for the

26
study was validated by my supervisor and two other experts from University of Jos

Department of Science and Technology using construct validity because construct validity

deals with Psychological traits such as attitude. Comments received from the experts were

used in preparing the final draft of the instrument used for the study.

3.7 RELIABILITY OF THE INSTRUMENT

The reliability of the instruments was determined through pilot study. This was done by

administering the instruments to chemistry teachers in two senior secondary schools that

were not part of the sample. Thereafter, the reliability coefficients of chemistry senior

secondary student’s questionnaire (CSSSQ) was calculated using Cronbach Alpha

procedure and the values were 0.78 respectively. The reliability coefficient determined

for the two instruments respectively were considered good enough to be used for this

study

3.8 METHOD OF DATA COLLECTION

After collecting an introductory letter from the Head of Department of Educational

foundations, University of Jos, sets of questionnaires and introductory letter was taken to the

principal of the sampled schools. The researcher personally administered the checklist and

questionnaire with the assistance of two research assistants. And there was 100% return of

the instrument. The researcher collected responses of the teachers after three days the

questionnaires were administered to them so as to avoid loss of the questionnaire by the

Teachers. The return rate of the questionnaires administered was 98%. The responses of the

teachers were obtained from the questionnaire given.

3.9 METHOD OF DATA ANALYSIS

Based on the research design of this study and research question the data collected were

analyzed using simple percentage to answer research question 1 and mean and standard

deviation to answer research questions 2, 3 and 4.

27
 CHAPTER FOUR
RESULTS AND DICUSSION

4.1 INTRODUCTION

This chapter is the presentation and analysis of the raw data collected from the field.

The data collected is analyzed through the use of relevant statistical tools to show in simple

terms the response of persons to whom the questionnaires were administered.

4.2 RESULTS

Data collected for this research are presented in tables under the researchquestions and

hypotheses the addressed

4.2.1 Research Question 1: What is the availability of Information andCommunication

Technology (ICT) in senior secondary schools in Jos North Local Government Area?

Table 1: Frequency and Percentage On the Availability of Information and

Communication Technology (ICT) In Senior Secondary Schools in Jos North
Local Government Area?
AGREE DISAGREE
S/N QUESTIONNAIRE ITEM FREQUENCY PERCENT FREQUENCY PERCENT
1. We have a computer laboratory in
my school
105 87.5 15 12.5
2. We have many computers in my
school laboratory 67 55.8 53 44.2
3. The computers in my school are
connected 32 26.7 88 73.3
4. We have local area network (Wi-Fi)
in my school 32 45.0 78 65.0
5. My school has educational software
available in the computer for teaching
and learning 38 31.7 82 68.0
6. We have an e-library in my school 32 26.7 88 73.3
7. There are television set available
during Chemistry lessons 24 20.0 96 80.0
8. We have printers available for
printing materials 42 35.0 78 65.0
9. We have projectors and screens
available during Chemistry lessons 48 40.0 72 60.0
GRAND PERCENTAGE 40.9 59.1

28
 From the table respondents agreed to only item 1 and 2. Their percentage scores range

between 12.5-87.5. With the grand percentage of disagree greater than 50, it implies that

Information and Communication Technology (ICT) is not available in senior secondary

schools in Jos North Local Government Area.

4.2.2 Research Question 2; What is the extent of usage of Information and Communication

Technology (ICT) resources in teaching and learning of chemistry in senior secondary schools

in Jos North Local Government Area?

Table 2: Frequency and Percentage On the Extent of Usage of Information and

Communication Technology (ICT) Resources in Teaching and Learning of Chemistry in
Senior Secondary Schools in Jos North Local Government Area?
UTILIZED NOT UTILIZED
S/N QUESTIONNAIRE ITEM FREQUENCY PERCENT FREQUENCY PERCENT
10 My teacher uses the computers to
teach during Chemistry lessons 28 23.3 92 76.7
11 I use the computer in browsing the
internet to acquire materials during
reading 26 21.7 94 78.3
12 I make use of stored lectures
notes on the computer systems as
supplementary material 36 30 90 70
13 I use the e-library in my school
sometimes for research 45 37.5 75 62.5
14 My teacher makes use of the
television set during Chemistry
lesson 56 46.7 64 53.3
15 Sometimes I use the printers to
print materials 32 26.7 88 73.3
16 My teacher uses the projector and
screen during lessons and
presentations 48 40 72 60
GRAND PERCENTAGE 37.65 62.35

From the table respondents agreed to none of the items. Their percentage scores range

between 23.3-94. With the grand percentage of disagree greater than 50, it implies that

Information and Communication Technology (ICT) is not used in senior secondary schools in

Jos North Local Government Area.

29
 4.2.3 Research Question 3: What are the Problems of using Information and

Communication Technology (ICT) resources in teaching and learning of chemistry?

Table 3: Frequency and Percentage on the Problems of Using Information and

Communication Technology (ICT) Resources in Teaching and Learning of Chemistry?

AGREE DISAGREE
S/N QUESTIONNAIRE ITEM FREQUENCY PERCENT FREQUENCY PERCENT
17 There is poor electricity supply
in my school 65 54.2 55 45.8
18 There are not enough computers
in my school laboratory 67 55.8 53 44.2
19 The computers in my school
laboratory are not connected to
the internet 100 83.3 20 16.7
20 The e-library in my school is not
functional or is poorly maintained 74 61.7 46 39.3
21 My teacher cannot make use of
the computer system and
projector 76 63.3 44 36.7
22 Sometimes my teacher shows
lack of interest in using computer
and other technology devices in
teaching during lessons 80 66.7 40 33.3
GRAND PERCENTAGE 64.17 46.74

From the table respondents agreed to all of the items. Their percentage scores range

between 16.783.3. With the grand percentage of agree greater than 50, it implies that the items

represent the problems of using information and communication technology (ICT) resources in

teaching and learning of chemistry

4.2.3 Research Question 4: What are the proffered solutions to the problems of using ICT in

the learning of Chemistry in Senior Secondary Schools in Jos North Local Government Area?

Table 4: Frequency and Percentage on the proffered solutions to the problems of using
ICT in the learning of Chemistry in Senior Secondary Schools in Jos North Local
Government Area?
30
 AGREE DISAGREE
S/N QUESTIONNAIRE ITEM FREQUENCY PERCENT FREQUENCY PERCENT
23 My school should provide a
computer laboratory for learning 70 54.2 50 45.8
24 The school should provide
enough computer systems
available in my school laboratory 80 55.8 40 44.2
25 My school should provide Wi-Fi
connection in the laboratory 100 83.3 20 16.7
26 There should be provision of an e
library in my school 74 61.7 46 39.3
27 There should be seminar
conducted for training of teachers
on the usage of computers,
internet and other
technology devices 72 60 28 40
GRAND PERCENTAGE 63.0 37.0

From the table respondents agreed to all of the items. Their percentage scores range

between 16.783.3. With the grand percentage of agree greater than 50, it implies that the items

represent t the proffered solutions to the problems of using ICT in the learning of Chemistry

In Senior Secondary Schools in Jos North Local Government Area?

4.2 TESTING OF RESEARCH HYPOTHESIS

4.2.1 Hypothesis One

H01: There is no significant difference between the availability of Information and

Communication Technology (ICT) in public and private senior secondary schools in Jos

North Local Government Area.

Table 5: T- Test on Relationship between the Availability of Information and

Communication Technology (ICT) In Public and Private Senior Secondary
Schools In Jos North Local Government Area.
Respondents Mean St.Dev . N Df. St.ErrorP Ptcal t-crit Remark
31
Private Accept

school 2.64 1.06 56 110 1.0023 0.05 1.78 1.94

H01

Public

School 2.52 0.97 56

The data revealed that the calculated t-test value of Private and Public secondary

school students was 1.78, while the critical t-value was 1.94 at a degree of freedom of 110 at

0.05 significant levels. Therefore, the null hypothesis is accepted, meaning that there is no

significant difference between the availability of Information and Communication

Technology (ICT) in public and private senior secondary schools in Jos North Local

Government Area.

4.2.2 Hypothesis Two

H02: There is no significant difference between the extent of usage of Information and

Communication Technology (ICT) resources in teaching and learning of chemistry in public and

private senior secondary schools in Jos North Local Government Area

Table 6: T- Test On Difference Between the Extent of Usage of Information

and
Communication Technology (ICT) Resources in Teaching and Learning of
Chemistry in
Public and Private Senior Secondary Schools in Jos North Local Government
Area
Respondents Mean St.Dev . N Df. St.Error P Ptcal t-crit
Remark
Private Reject
school 2.56 1.06 56 110 1.0023 0.05 0.14 1.96
H02
Public
School 2.57 1.02 56

32
 The data in table revealed that the calculated t-test value of Private and Public

secondary school students was 0.14, while the critical t-value is 1.96 at a degree of freedom of

110 at 0.05 significant levels. Therefore, the null hypothesis is accepted, meaning that there is

no significant difference between the extent of usage of Information and Communication

Technology (ICT) resources in teaching and learning of chemistry in public and private senior

secondary schools in Jos North Local Government Area

4.3 DISCUSSION OF FINDINGS

From table 1, the frequency and percentage on the Availability of Information and

Communication Technology (ICT) In Senior Secondary Schools in Jos North Local

Government Area? Revealed That both private and public secondary schools have computer

laboratories and the computers are not connected to the internet. Most schools don’t have

local area network (WiFi) making it difficult for both students and teachers to use and access.

The result shows that Internet and e-mail facilities are not used by the teachers in the teaching

and learning process. Internet and e-mail facilities are not also accessible by the students. This

is in agreement with the report by Gordon University Aberdeen, Scotland that teachers

reported less use of the Internet and e-mail. This result may be due to the fact these facilities

are not available for access or perhaps the teachers lack the skills to access them. Moreover,

some government considers providing

Internet connectivity in schools as being expensive and difficult to maintain. However,

providing Internet connectivity should not be seen in this way considering the plethora of

information that can be accessed by the teachers and how this could be of immense help to

facilitate knowledge delivery and students learning. This corroborates the report by (Gray and

Souter, 2004) that teachers came out positively with regards to the use of ICTs. It also

confirms the assertion that availability usually determines access. If the ICTs are available,

33
this will motivate the teachers to use them to teach the students than when they are not

available or available but not in sufficient quantity and quality.

From table 2, the frequency and percentage on the extent of usage of information and

communication technology (ICT) resources in teaching and learning of chemistry in senior

secondary schools in Jos north local government area revealed that most senior secondary

school students don’t use printers to print materials. It also revealed that most teacher don’t

make use of projector and screen during lessons and presentations. Also secondary school

students don’t use stored lectures notes on the computer systems as supplementary material.

From table 3, the frequency and percentage on the problems of using ICT in the

learning of Chemistry in Senior Secondary Schools in Jos North Local Government Area

revealed that there is poor electricity supply in my schools and the e- library is not functional

or is poorly maintained. It also reveals that teachers cannot make use of the computer system

and projectors. Sometimes teachers also show lack of interest in using computer and other

devices in teaching

From table 4, the frequency and percentage on the proffered solutions to the problems

of using ICT in the learning of Chemistry in Senior Secondary Schools in Jos North Local

Government Area revealed that schools should provide more computer laboratory and

computers. There should also be Wi-Fi connection in the laboratory so that student and

teachers can make proper use of it. The report by Gordon University Aberdeen (2004) that

teachers were reasonably confident in their use of ICT but felt that they needed much more in

the way of support and professional development to maximize their use of ICT in the

classroom support the present findings.

34
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter summarized the findings of the study, state the conclusion and also make

recommendation on how ICT can be effectively incorporated into the teaching and learning of

chemistry in schools.

5.1 SUMMARY OF FINDINGS

The research study investigates into the impact of information and communication

technology (ICT) on chemistry curriculum in senior secondary school in Jos North LGA. The

research was carried out in eight randomly selected senior secondary schools in Jos North

LGA. A total of eighty (80) students and sixteen (16) teachers were used as sample for the

study from the data collected in the study. The following findings were made:

i. Information and communication technology (ICT) impact on the teaching and learning of

chemistry through facilitating the teaching and learning process making the task of

teaching easier for teachers and granting access to the latest information to both teacher

and students through facilities such as internet.

ii. In most schools in Jos North LGA, information and communication technology (ICT)

facilities are not available and even when they are available, the teachers do not know how

to make use of them effectively in the teaching of chemistry.

iii. Some of the problems militating against the effective use of ICT in teaching and learning

of chemistry in senior secondary schools in Jos North LGA include unavailability of ICT

facilities in schools, lack of knowledgeable and technically competent expert to use the

facilities effectively in teaching of chemistry and lastly breakdown of ICT facilities.

5.2 CONCLUSION

The finding of this study shows that information and communication technology (ICT)

makes an impact on the teaching and learning process by simplifying the task of teaching

35
chemistry to teachers and granting access to latest information to both students and teachers

through facilities such as internet.

The implementation of ICT in senior secondary schools in Jos North LGA cannot be

graded as a complete success. In most secondary schools ICT facilities are not available for

teaching and learning. Therefore, it is concluded in this study that ICT can impact a lot in

teaching and learning of chemistry if it is well implemented in schools.

5.3 RECOMMENDATIONS

Based on the findings of this study, the following recommendations are made:

i. Government and school authorities should make available adequate ICT facilities in

schools as it will help facilitate the teaching and learning process.

ii. Experts should be recruited to train both students and teachers on how to use the ICT

facilities effectively in the teaching and learning of chemistry and other subjects in

schools.

iii. In schools where ICT facilities are available they should be properly maintained and

care for as this will help elongate their life span.

iv. Students generally should improve their attitude and level of interest in learning of

chemistry as this will in no small measure help improve their knowledge of things and

events happening around them.

5.4 LIMITATION OF THE STUDY

Limitations of this study are;

i. Researcher was unable to cover every school due to financial problem.

ii. There was a problem of geographical location some of the roads are bad therefore,

making access to research area difficult.

iii. Some of the respondent see researcher as spy and they do not pay attention.

36
5.5 SUGGESTION FOR FUTHER STUDY

Having carried out this research successfully, the researcher is suggesting that further

studies should be carried out in the following areas.

(1) A study should be carried out in other states of the federation

(2) A study should be carried out on the attitudes of students towards learning of chemistry in

secondary schools.

(3) A study should be carried out on problem of teaching chemistry in senior secondary

schools in Nigeria.

37
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