1.1 Introduction
Students' awareness is defined as the extent to which learners are informed about the existence, features, and potential uses of an educational resource or innovation, while perception refers to how learners interpret, evaluate, and form opinions about that resource based on their experiences, expectations, and interactions with it (Davis, 1989). In educational technology, awareness and perception are critical determinants of whether students adopt and effectively use digital learning tools in their academic activities (Venkatesh et al., 2003). The Nigerian Learning Passport (NLP) is a digital learning platform developed through a partnership between the Federal Ministry of Education, UNICEF, and Microsoft to expand access to quality, curriculum-aligned educational content for learners across Nigeria. It provides offline and online learning materials, interactive lessons, and multimedia resources designed to support continuous learning in both formal and informal settings (UNICEF, 2022).
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 development of students' awareness and perception of digital learning platforms in Nigeria is closely tied to the broader evolution of Information and Communication Technology (ICT) in education. According to UNESCO (2013), ICT integration in education gained global momentum in the early 21st century as governments sought innovative ways to improve access, equity, and quality of learning. In Nigeria, this global shift influenced several educational reforms aimed at embedding technology into teaching and learning processes across different levels of education.
According to the Federal Ministry of Education (2019), Nigeria's ICT-in-education initiatives were strengthened through national policies such as the National Policy on Education and the National Digital Economy Policy, which emphasized the use of digital tools to support learning. The ministry reported that these policies created a foundation for the introduction of digital platforms designed to improve students' access to learning materials, especially in science-related subjects such as chemistry.
According to Venkatesh et al. (2003) reported that user acceptance of technology is shaped by multiple factors including social influence, facilitating conditions, and behavioral intention, all of which are critical in educational environments where students interact with digital learning tools. UNICEF (2022) affirmed that, the Nigerian Learning Passport (NLP) is a digital learning platform developed to expand access to quality education through online and offline curriculum-based resources. The platform was designed in collaboration with the Federal Ministry of Education and Microsoft to support continuity of learning for students across different educational levels in Nigeria. It provides multimedia learning materials, interactive lessons, and assessments that are intended to enhance students' engagement and improve learning outcomes, particularly in core subjects such as mathematics and the sciences.
Yusuf and Balogun (2011) stated that, the integration of Information and Communication Technology (ICT) into education systems has significantly transformed teaching and learning processes by promoting student-centered learning and improving access to educational content. The authors reported that ICT tools enhance learners' motivation and participation when properly implemented, but they also contended that the level of effectiveness depends on the readiness of both teachers and students to adopt such technologies. In many developing countries, including Nigeria, ICT integration in education is still faced with challenges such as inadequate infrastructure, limited digital literacy, and inconsistent power supply.
Adeleke and Adu (2016) articulated, the use of ICT in Nigerian secondary schools remains uneven due to disparities in access to technological resources and variations in teacher competence. The authors asserted that while ICT has the potential to improve learning outcomes, many students are still not fully exposed to digital learning platforms, which affects their ability to benefit from such innovations. They further stated that awareness plays a critical role in determining whether students will engage with educational technologies or ignore them entirely.
Chemistry education, according to Johnstone (2000), is often perceived as one of the most challenging areas of science learning due to its abstract nature and the need for learners to understand concepts at macroscopic, submicroscopic, and symbolic levels simultaneously. The author affirmed that students frequently struggle with conceptual understanding when teaching methods are overly theoretical and lack visual or interactive support. According to Mayer (2009), multimedia learning enhances students' cognitive processing by combining words and visuals, thereby improving understanding and retention of complex concepts. The author reported that learners are more likely to achieve meaningful learning when instructional materials are designed to reduce cognitive overload and support active engagement. In this regard, digital platforms such as the Nigerian Learning Passport are expected to play a significant role in improving chemistry learning by providing interactive and multimedia-rich content.
This study is set against the backdrop of increasing efforts to integrate digital learning platforms into secondary school education in Nigeria, the persistent challenges of ICT adoption, and the need to improve students' engagement and understanding of chemistry through innovative instructional tools.
1.3 Statement of Problems
Investigation revealed that the current educational system in Nigeria still faces significant challenges in the integration and effective use of digital learning platforms such as the Nigerian Learning Passport in chemistry education. Many secondary schools still rely heavily on traditional chalk-and-talk methods, which limit students' exposure to interactive and multimedia-based learning resources. According to UNESCO (2021), inadequate ICT infrastructure and unequal access to digital tools continue to hinder effective digital learning implementation in developing countries, including Nigeria.
In many public secondary schools, there is limited availability of internet-enabled devices, unstable electricity supply, and insufficient training for both teachers and students on how to use digital platforms effectively. According to Yusuf and Balogun (2011), the lack of adequate ICT facilities in Nigerian schools reduces students' engagement with educational technologies and affects their academic performance. On the other hand, even where such platforms exist, low awareness among students prevents meaningful utilization of tools like the Nigerian Learning Passport.
Furthermore, chemistry as a subject requires visual, practical, and interactive learning experiences, which are often lacking in conventional classroom settings. According to Johnstone (2000), students struggle with chemistry concepts when teaching is abstract and not supported with visualization tools. It is against these persistent system issues that this study seeks to examine students' awareness and perception of the Nigerian Learning Passport in chemistry learning.
1.4 Aim and Objectives of Study
The aim of this study is to investigate students' awareness and perception of the Nigerian Learning Passport in chemistry learning.
The specific objectives of the study are to:
- Assess the level of students' awareness of the Nigerian Learning Passport in chemistry learning
- Determine students' perception of the usefulness of the Nigerian Learning Passport in learning chemistry
- Examine students' perception of the ease of use of the Nigerian Learning Passport
- Identify factors affecting students' usage of the Nigerian Learning Passport in chemistry learning
- Determine the relationship between awareness and perception of the Nigerian Learning Passport among students
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:
- What is the level of students' awareness of the Nigerian Learning Passport in chemistry learning?
- How do students perceive the usefulness of the Nigerian Learning Passport in chemistry learning?
- How do students perceive the ease of use of the Nigerian Learning Passport?
- What factors affect students' usage of the Nigerian Learning Passport in chemistry learning?
- What is the relationship between students' awareness and perception of the Nigerian Learning Passport?
1.6 Research Hypotheses
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: There is no significant relationship between students' awareness and perception of the Nigerian Learning Passport in chemistry learning.
- H1: There is a significant relationship between students' awareness and perception of the Nigerian Learning Passport in chemistry learning.
Hypothesis Two
- H0: Students' awareness of the Nigerian Learning Passport does not significantly influence its usage in chemistry learning.
- H1: Students' awareness of the Nigerian Learning Passport significantly influences its usage in chemistry learning.
Hypothesis Three
- H0: Students' perception of the usefulness of the Nigerian Learning Passport does not significantly affect their chemistry learning outcomes.
- H1: Students' perception of the usefulness of the Nigerian Learning Passport significantly affects their chemistry learning outcomes.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will provide empirical evidence on students' awareness and perception of the Nigerian Learning Passport in chemistry learning. The study will also help teachers to understand how digital learning tools will improve chemistry instruction.
Furthermore, the study will assist school administrators in improving ICT integration strategies in secondary schools. In addition, this research will provide data that will guide policymakers in strengthening digital education programs in Nigeria.
Lastly, the study will contribute to academic research on ICT adoption and science education in secondary schools.
1.8 Scope of Study
The scope of the research is focused on public secondary schools in Lagos State, Nigeria, and examines students' awareness and perception of the Nigerian Learning Passport in chemistry learning.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Awareness:
According to Davis (1989), awareness refers to the extent to which individuals are informed about the existence and functionality of a system or technology. In this study, awareness refers to students' knowledge of the Nigerian Learning Passport and its availability for learning chemistry.
Perception:
According to Venkatesh et al. (2003), perception refers to users' interpretation and evaluation of a technology based on its usefulness and ease of use. In this study, perception refers to students' views about the Nigerian Learning Passport in relation to chemistry learning.
Nigerian Learning Passport:
According to UNICEF (2022), the Nigerian Learning Passport is a digital learning platform developed to provide curriculum-based educational content to learners through online and offline access. In this study, it refers to the platform used by students to support chemistry learning.
Chemistry Learning:
According to Johnstone (2000), chemistry learning refers to the process of understanding chemical concepts that involve macroscopic, submicroscopic, and symbolic representations. In this study, it refers to students' learning of chemistry concepts in secondary school.
ICT in Education:
According to UNESCO (2021), ICT in education refers to the use of digital technologies to support teaching, learning, and assessment processes. In this study, it refers to the use of digital tools such as the Nigerian Learning Passport in chemistry education.
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