CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

In recent years, the advancement of technology has revolutionized the education

landscape, leading to the emergence of various learning approaches. Among these approaches,
online learning and face-to-face learning have gained significant attention in academic circles.
With the increasing availability of digital tools and the internet, many educational institutions
now offer online learning sessions as an alternative to traditional face-to-face classroom settings.
This shift has particularly impacted the teaching and learning of subjects like Chemistry, a
fundamental science subject that requires both theoretical understanding and practical
application.

Chemistry plays a crucial role in various scientific and industrial fields, and the academic
performance of students in this subject has far-reaching implications for their future careers and
contributions to society. Therefore, it becomes essential to investigate and compare the effects of
online and face-to-face learning sessions on the academic performance of students learning
Chemistry. Chemistry Education faces various challenges in traditional face-to-face learning
environments, including limited access to resources, time constraints, and the need for costly
laboratory equipment. Such as certain Machines and Apparatus like Dexicator, Kipps Apparatus
etc. However, recent advancements in technology have opened up new opportunities to enhance
chemistry education through online learning platforms. These platforms offer interactive
simulations, virtual laboratories, and collaborative tools that can supplement or even replace
traditional face-to-face instruction. This integration of technology and education has the potential
to transform the way chemistry is taught and learned.

The use of education technology for distance Education has been a front-lier issue since
the invention of electronic media, and its coming into Africa (Nigeria inclusive). As at 2014,
only 19% of Africans are users of the internet, compare to 65% in America and 75% in Europe
(Wikipedia: 2016). No one is an epitome of unlimited knowledge, everyone has his/her
specialization and spheres of influence which can be granted to students are dependent on the
know-how of the teacher. Chemistry being a broad part of science requires a view-in on teaching
and learning with as many resources.

Research have shown that after two (2) weeks, we remember 20 percent of what we read
ourselves, 30 percent of what we hears with our ears of which the face-to-face is chaired, 40
percent of what we see, 50 percent of what we say ourselves, 60 percent of what we do and
awesome of what we see, hear, say and do at the same time. In the University of Arizona, USA
an intense research was carried out and it was discovered that our learning as students is a
resemblance of Abraham Maslow theory of need gratification cone.
Where:
A - Reading
B - Hearing a lecture
C- Looking at pictures
D- Watching a movie/caption
E- Participating in the real thing (A to E worst to best)
 Online education also offers more program choices. With traditional classroom study,
students are forced to take courses only at universities within feasible driving distance or more.
Web-based instruction, on the other hand, grants students electronic access to multiple
universities and course offerings (Salcedo, 2010).
In lieu of this, its high time the National Commission of College of Education (NCCE)
policy that every NCE and (also Degree) students must be computer literate in practice. Most of
our classrooms are either filled with teachers that don't have vital educational knowledge or basic
and core knowledge of their subject of study which the internet can take of effectively. The high
population of Nigeria which hence implies a large number of students in school offering
Chemistry, villages where there are minute numbers of teachers and urban area with high "tone"
of students-teacher ratio requires the intervention of the Online learning. If the entire available
students should involve the teacher in the totality of their problem solving exercise, the teacher
will be worn-out and emptied with no time to cater for themselves.
It is a truth that no two students are perfectly the same. Everyone has his/her differences
and interest. They assimilate at different pace, learn at their own pace and are different
characteristics that affect the learning process, The Online learning of Chemistry therefore
should be tried to carter for what to learn, where to learn, when to learn and how to learn. All
these are needed for generalized duration of learning which aid and support creativity.
In addition, Online learning according to Aboderin (2015), encompasses an ample array
of systems, from the teacher using visual effects to students accessing academic materials and at
the same time Online-learning is learning utilizing electronic technologies to access educational
curriculum outside of a face to face learning (www.e-learning.gov, 2019).
Online education also offers more program choices. With traditional classroom study,
students are forced to take courses only at universities within feasible driving distance or move.
Web-based instruction, on the other hand, grants students electronic access to multiple
universities and course offerings (Salcedo, 2010). Therefore, students who were once limited to a
few colleges within their immediate area can now access several colleges worldwide from a
single convenient location.
1.2 Statement of the Problem

Humans are most times resistive to change, good or bad. Everything in life will change
except the principle of change. We have witnessed and discussed various means of learning and
have move from one phase to the other. From teaching only the rich in their houses by private
instructor with nothing called "school" to the era of classroom where the teacher preside as the
epitome of valid and invalid knowledge. Era of writing with stones, sitting on stones, carrying of
slates, to books textbook and now, technological appliances. What then is wrong with the
implementation of the online learning method of teaching? this research aims to provide
evidence-based insights for educators and institutions to optimize instructional practices in
chemistry education.

1.3 Objectives of the Study

The purpose of this study is to analyze online versus face-to-face learning sessions
effect on academic performance of students learning chemistry. Therefore, the primary
objectives of this research are:

i. to compare the preference of students learning Chemistry through online learning

sessions with those attending face-to-face classes.

ii. to identify the strengths and weaknesses of online and face-to-face learning sessions in
the context of Chemistry Education.

iii. to investigate student engagement and satisfaction in online and face-to-face learning
sessions.

iv. to provide insights and recommendations to educators and policymakers on effectively

integrating technology into Chemistry Education.

1.4 Research Questions

This study seeks to address the following research questions:

i. How does the academic performance of students in Chemistry differ between online
learning and face-to-face learning environments?
 ii. What are the factors influencing students' academic achievements in online and face-to-
face Chemistry learning sessions?

iii. What are the advantages and disadvantages of online and face-to-face learning sessions
concerning Chemistry education?

iv. How do students perceive and adapt to the use of technology in Chemistry learning?

1.5 Significance of the Study

The findings of this research will hold several implications for the educational landscape,
particularly in the context of Chemistry learning. By comparing the impact of online and face-to-
face learning on academic performance, this study will contribute to a deeper understanding of
the effectiveness of each method. The results will provide valuable insights to educators and
administrators in designing effective instructional strategies and selecting appropriate learning
environments for Chemistry education.

Furthermore, the study will help students and parents make informed decisions about the
most suitable learning approach based on their individual preferences and learning styles.
Additionally, policymakers can benefit from this research to develop evidence-based guidelines
for integrating technology in educational practices, with a focus on Chemistry and other science
subjects.

1.6 Scope and Limitations

It is important to note that this study will focus solely on the academic performance of
students learning Chemistry in both online and face-to-face settings. Other factors that may
influence academic performance, such as students' socio-economic background and prior
academic achievement, will be acknowledged but not analyzed in depth. The study will be
limited to some selected secondary schools in Ondo West Local Government area of Ondo state.

1.7 Definition of Terms

Effect: The result or outcome of a cause.

Online: Describes a system which is connected (generally electrically) to a larger network.

Face-to-face learning: This is the classroom teaching and learning that occur in the
formal or non-formal educational setting where learners meet sequentially to take
instruction.

Learning: This is the gradual meaningful change in the behavior of an individual after the
acquisition of relevant knowledge, skills and desirable attitudes.

Chemistry: This is the branch of science that is concerned with the substances of which matter
is composed, the investigation of their properties and reactions and the use of such reactions to
form new substances.

Academic performance: This refers to the measurement of the attainment of individuals after a
course of instruction of training. It is the ability of a student achievement in the classroom tests
and examinations.