1.1 Introduction
In the context of this study, students' interest refers to the level of engagement, enthusiasm, and motivation student’s exhibit towards learning Chemistry. It encompasses students' willingness to participate in Chemistry lessons, their curiosity about the subject, and their overall attitude towards learning Chemistry (Hidi & Renninger, 2006). The rapid advancement of Information and Communication Technology (ICT) has significantly transformed various sectors, including education. In senior secondary schools, the integration of ICT into teaching and learning processes has the potential to enhance student engagement and interest, particularly in subjects like Chemistry. Chemistry, known for its abstract concepts and complex theories, often poses challenges to students, leading to a decline in interest and performance. However, with the introduction of ICT tools, such as simulations, interactive software, and virtual laboratories, educators can present Chemistry concepts in a more interactive and engaging manner, potentially increasing students' interest in the subject.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The integration of Information and Communication Technology (ICT) into education has its roots in the late 20th century when personal computers began to be introduced into classrooms. Early efforts focused primarily on enhancing administrative tasks and providing basic computer literacy (Collins & Halverson, 2009). However, the potential of ICT to revolutionize teaching and learning became increasingly evident as the technology advanced. By the 1990s, the use of educational software and multimedia tools started to gain traction, offering new ways to present information that could engage students more effectively (Pelgrum & Law, 2003).
In the context of Chemistry education, the adoption of ICT tools began as educators sought to address the challenges associated with teaching complex and abstract concepts. The first significant wave of ICT integration in Chemistry classrooms involved the use of simple computer simulations and animations that could model chemical reactions and processes (Rogers, 2001). These tools provided a visual representation of abstract concepts, making them more tangible and easier to understand for students.
The 21st century has seen a rapid expansion in the variety and sophistication of ICT tools available for Chemistry education. Interactive whiteboards, virtual laboratories, and online resources have become common in many senior secondary schools, allowing students to explore Chemistry concepts in a more interactive and engaging manner (Teo, 2013). Moreover, the rise of the internet and mobile technologies has made it possible for students to access a wealth of educational resources outside the traditional classroom setting, further enhancing their learning experience (Beetham & Sharpe, 2013). Despite the increasing availability of ICT tools, the impact of these technologies on students' interest in Chemistry has been a subject of ongoing research. Some studies have found that ICT can significantly increase student engagement and motivation, leading to improved performance in Chemistry (Jegede & Adedayo, 2016). However, other research has indicated that the effectiveness of ICT in enhancing students' interest depends on various factors, including the quality of the technology, the teacher's proficiency in using these tools, and the level of student access to ICT resources (Yusuf & Afolabi, 2010).
Chemistry is a central science that connects various fields such as biology, physics, and environmental science. However, despite its significance, it has been observed that students at the senior secondary school level often exhibit low interest in Chemistry, leading to poor academic performance (Adejumo, 2019). Various factors contribute to this trend, including the abstract nature of many chemical concepts, the perceived difficulty of the subject, and the traditional teaching methods that may not adequately engage students (Eze & Nwachukwu, 2021).
In recent years, Information and Communication Technology (ICT) has emerged as a powerful tool in education, offering innovative approaches to teaching and learning. ICT tools such as interactive simulations, multimedia presentations, and virtual laboratories have the potential to make learning more engaging and interactive (Onasanya & Shehu, 2022). These technologies can help to demystify complex Chemistry concepts, making them more accessible to students and potentially increasing their interest in the subject.
The integration of ICT into the Chemistry curriculum is particularly important in the context of global educational trends that emphasize the need for digital literacy and the use of technology to enhance learning outcomes. According to the National Policy on Education, integrating ICT in education is essential for improving the quality of teaching and learning across all subjects (Federal Ministry of Education, 2019). However, there is a need to assess the actual impact of ICT on students' interest in Chemistry to ensure that these tools are being effectively utilized to achieve the desired educational outcomes. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the impacts of information communication technology on Senior Secondary School Students’ Interest in Chemistry.
1.3 Statement of Problems
Investigation revealed that one significant problem is the disparity in access to ICT resources across schools, which creates an inequitable learning environment for students. Many schools, especially those in under-resourced areas, struggle with inadequate infrastructure and limited access to reliable internet and modern technology, which affects their ability to fully utilize ICT tools (Pelgrum, 2001). This inequity undermines the potential benefits of information communication technology and perpetuates existing educational inequalities.
Another critical issue is the lack of sufficient training for teachers on how to effectively integrate ICT into their teaching practices. Many educators are not adequately prepared to use ICT tools in a pedagogically sound manner, which can lead to suboptimal implementation and diminished effectiveness of these technologies in enhancing student interest and learning (Ertmer & Ottenbreit-Leftwich, 2010). The absence of professional development opportunities exacerbates this problem, leaving teachers ill-equipped to navigate the complexities of technology-enhanced instruction.
Moreover, there are concerns about the pedagogical approaches employed with information communication technology in Chemistry education. The effectiveness of ICT tools often depends on how they are integrated into the curriculum and the extent to which they complement traditional teaching methods. Research indicates that without thoughtful integration, ICT may fail to significantly impact students' interest and achievement in Chemistry (Condie & Munro, 2007).
Lastly, the financial constraints faced by schools pose a significant barrier to the widespread adoption of information communication technology. The costs associated with acquiring and maintaining technology, coupled with the need for ongoing support and upgrades, can be prohibitive for many educational institutions (Yusuf & Afolabi, 2010). This financial burden limits the ability of schools to invest in and sustain effective ICT-based learning environments.
1.4 Aim and Objectives of Study
The aim of the study is to examine the impacts of information communication technology on Senior Secondary School Students’ Interest in Chemistry. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the relationship between the use of ICT and students' academic performance in Chemistry.
- To examine the extent of ICT integration in the teaching of Chemistry in senior secondary schools.
- To evaluate the impact of ICT on students' engagement and motivation in Chemistry lessons.
- To identify the challenges and barriers to effective ICT integration in Chemistry education.
- To provide recommendations for improving ICT usage in Chemistry education to boost student interest and academic performance.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- To what extent is ICT integrated into the teaching of Chemistry in senior secondary schools?
- How does the use of ICT influence students' engagement and motivation in Chemistry lessons?
- What is the relationship between ICT usage and students' academic performance in Chemistry?
- What challenges do teachers and students face in integrating ICT into Chemistry education?
- What strategies can be implemented to enhance the use of ICT in teaching Chemistry to increase student interest and performance?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: The challenges and barriers to ICT integration in Chemistry education negatively affect its potential to increase student interest.
- H1: The challenges and barriers to ICT integration in Chemistry education positively affect its potential to increase student interest.
Hypothesis Two
- H0: There is no significant relationship between the use of ICT and improved academic performance in Chemistry among senior secondary school students.
- H1: There is a significant relationship between the use of ICT and improved academic performance in Chemistry among senior secondary school students.
1.7 Significance of Study
The outcome realized from the research findings will be significant to the following stakeholders:
- For school administrators, the findings will highlight the importance of investing in ICT infrastructure and resources. Understanding the positive impact of technology on student interest and performance will encourage administrators to prioritize the integration of ICT in the Chemistry curriculum, thereby fostering an environment that supports modern educational practices.
- The study will also benefit policymakers, offering evidence-based recommendations for educational policies that promote the use of ICT in science education. Policymakers will gain a clearer understanding of the potential of ICT to improve learning outcomes in Chemistry, which will inform the development of policies that ensure equitable access to technological resources across schools.
- Students will directly benefit from the study’s findings, as the research will contribute to the creation of more engaging and effective learning experiences in Chemistry. By identifying strategies to increase interest through ICT, students will experience improved motivation, which could lead to better academic performance and a more positive attitude towards the subject.
- Finally, the study will be significant for researchers in the field of educational technology and science education. It will add to the existing body of knowledge on the impact of ICT on student learning, providing a foundation for further research on how technology can be harnessed to enhance educational outcomes in other subject areas.
1.8 Scope of Study
The scope of the research is focused on the impacts of information communication technology on Senior Secondary School Students’ Interest in Chemistry using Suleja Local Government Area of Niger State as a case study.
1.9 Limitations of the Study
This study will face several limitations that may affect the outcomes and generalizability of the research findings.
- Initial Cooperation Delay from Respondents: Delays from respondents, including teachers and students, will pose another challenge. Timely feedback and participation are essential for obtaining accurate and relevant data, and any delays in responses could affect the study's schedule and data collection process.
- Financial Constraints: It limited the scope of the study, affecting the ability to acquire necessary resources, such as advanced ICT tools or extensive data collection tools. These financial limitations will impact the depth and breadth of the research, potentially restricting the range of data collected and analyzed.
- Time Constraint: The limited timeframe for conducting research, analyzing data, and preparing the final report may restrict the thoroughness of the investigation and the extent to which all relevant factors can be explored.
1.10 Definition of Terms
Information and Communication Technology (ICT):
ICT refers to the use of digital technologies to collect, store, process, and disseminate information. This includes tools such as computers, internet resources, educational software, and multimedia systems. ICT is employed in educational settings to enhance teaching and learning processes (UNESCO, 2011).
Students’ Interest:
In the context of this study, students' interest refers to the level of engagement, enthusiasm, and motivation students exhibit towards learning Chemistry. It encompasses students' willingness to participate in Chemistry lessons, their curiosity about the subject, and their overall attitude towards learning Chemistry (Hidi & Renninger, 2006).
Chemistry:
Chemistry is the branch of science that deals with the properties, composition, and behavior of matter. It involves the study of substances, their interactions, and the changes they undergo during chemical reactions. Chemistry education at the senior secondary level focuses on both theoretical concepts and practical applications (Chang, 2009).
Senior Secondary Schools:
Senior secondary schools refer to educational institutions that provide education for students typically in the final stages of their pre-university education, often covering grades 10 through 12. In many educational systems, these schools prepare students for higher education or vocational training (UNESCO, 2012).
Impact:
The term impact refers to the effect or influence that ICT has on students' interest in Chemistry. This includes changes in engagement levels, motivation, and academic performance as a result of using ICT tools in the teaching and learning process (O’Connell & Duffy, 2007).
