CHEMISTRY EDUCATION

This study examined the impact of Artificial Intelligence (AI) usage on the learning engagement of Chemistry Education undergraduate students at the University of Benin. The study adopted a descriptive survey design and involved a sample of 100 students randomly selected from different levels of the Chemistry Education program during the 2024/2025 academic session. A structured questionnaire titled Artificial Intelligence Tools and Learning Engagement Questionnaire (AITLEQ) was used for data collection. The instrument was validated by experts, and its reliability was established using the Cronbach Alpha method, yielding a coefficient value above 0.7. Data collected were analyzed using mean and standard deviation to answer the research questions. Findings revealed that Chemistry Education students make frequent use of AI tools such as ChatGPT, Google Gemini, and adaptive learning platforms for academic purposes. The results showed a positive relationship between AI usage and students’ learning engagement across behavioral, emotional, and cognitive dimensions. Specifically, AI tools enhanced students’ motivation, confidence, and participation in learning activities, while helping them understand complex chemistry concepts and manage study routines effectively. However, the study also identified several challenges hindering optimal AI use, including poor internet connectivity, high data costs, and limited institutional support. Based on these findings, the study concluded that the use of Artificial Intelligence significantly improves students’ engagement, learning efficiency, and academic productivity. It recommended that universities strengthen internet infrastructure, integrate AI literacy into teacher education curricula, and provide adequate institutional support to foster effective AI adoption. The study also suggested that further research should explore AI’s long-term effects on academic achievement, cross-disciplinary comparisons, and lecturer readiness for AI integration in Nigerian higher education.

This study Examines the impact of Gamifcation of chemistry concepts; Effect on students motivation and academic performance of students in Egor Local government area of Edo State.
The study adopted a descriptive survey design and involved a sample of 66 students selected using the proportionate sampling technique. A structured questionnaire titled Gamifcation of chemistry concepts Effect on students motivation and academic
performance was used for data collection. The instrument was validated by experts, and it's reliability was established using the cronbach Alpha method, yielding a coefficient value above 0.7 . Data collected were analyzed using mean and standard deviation to answer the research questions.
Findings reveals that chemistry teachers used games to evaluate students understanding of chemistry topics, the study also confirms that gamification has a significant positive impact on student motivation and engagement in chemistry lessons. The use of strategies such as games, rewards, competitions, and puzzles not only boosts students‘ interest in the subject but also helps with retention and makes learning more interactive. These findings support existing literature on the effectiveness of gamification in education. However, the variation in responses regarding the impact of gamification on confidence and collaboration highlights the need for further research to explore how different students perceive and benefit from these strategies

This study investigates the impact of inadequate laboratory facilities on the effective teaching of Chemistry education among undergraduates at the University of Benin. Employing a descriptive survey research design, the study focuses on four key dimensions of laboratory inadequacy: lack of functional equipment, shortage of laboratory materials and chemicals, poor laboratory infrastructure, and untrained laboratory personnel. The population comprised 79 chemistry education students from 300 and 400 levels, with data collected through a structured questionnaire. The findings reveal that deficiencies in these areas significantly hinder practical learning, reduce students' mastery of scientific concepts, and negatively affect their overall performance in Chemistry. The study underscores the need for strategic investments in laboratory infrastructure, procurement of materials, and training of technical staff to enhance the quality of Chemistry education. Recommendations include increased funding, regular supply of laboratory resources, infrastructure upgrades, and professional development for laboratory personnel to create a conducive environment for effective teaching and learning