C.N. Omoifo

This study examined Students Identified Barriers in Adapting Online Learning of Chemistry in Post Covid-19 Pandemic Era in Egor Local Government Area. The challenges and obstacles of learning Chemistry online, impact of learning chemistry online compared to classroom learning and proportion of chemistry students having access to their online facilities. This study adopted a survey research design sampling technique in order to achieve the purpose of this study. Twenty (20) research questions were raised. The sample for the study consists of hundred (100) respondents from three public schools in Egor local government area of Edo State. data was collected with the aid of questionnaire . the validity and reliability of the instrument were ascertained using the exert judgement and cronbach method. Mean were used to analyze collected data. Based on the findings of the study, it was ascertained that learning of chemistry online in Post Covid-19 Era remains a difficult task based on the challenges such as lack of trained personnel, software for teaching chemistry are in short supply, poor internet connection and data plans, no ICT department in most secondary schools are the major barriers in adapting online learning of chemistry. Finally, for online learning to be effective, appropriate measure should be given to maintenances, government should finance and connect the rural areas particularly to stable electric grid

This study examined the relationship between perceived use of resources and achievement in oxidation-reduction reaction, percentage perception of students’ use of resources, andthe contribution of sex, type of school, and level of perceived use of resources to students’ achievement in oxidation-reduction reactions in Urban areas of Ovia-North East LGA, Edo state. Based on this, six research questions were raised and three were hypothesized and tested at 0.05 alpha level of significance.Asurvey research design incorporating ex-post facto was adopted as research design for the study. The population for this study consists of four hundred and seventy-nine (479)senior secondary II chemistry students in public and private secondary schools in urbanareas of Ovia North East LGA, Edo state. A sample of two hundred and seventy-seven(277) chemistry students were selected for thestudy through purposive random sampling techniques. An instrument titled Perceived use resource inventory and achievement test was used to collect data from the students in the study. The instrument was face and contentvalidated by the researcher’s supervisor, a lecturer in Chemistry Department and a chemistry teacher. The questionnaire had a reliability coefficient of 0.830 using Cronbach Alpha Statistics while the achievement test had a reliability coefficient of 0.731 using Kuder Richardson (KR-20), hence the instrument was deemed reliable. The instrument was administered by the researcher with the assistance of the chemistry teacher and retrieved from the students immediately they were completed. The data collected from the students were analyzed using, percentage, Pearson product moment correlation and multiple regression.The results from the Study showed that majority of the students were well acquainted with the resources used in oxidation-reduction reactions. The result also showed that malestudents identified resources for teaching oxidation-reduction reaction correctly compared to female students. Furthermore, the results showed that male students identified resources for teaching oxidation-reduction reaction correctly more than the female students both in public schools and private schools. The result also revealed that there was a significant relationship betweenperceived use of resources and the achievement of students inoxidation-reductions. It was also revealed from the result thatthere was no significant relationship between perceived use of resources and the achievement of male and female students in oxidation-reductions in public and private schools. The result further revealed that perceived use of resources significantly contributed to the achievement of the students in oxidation-reduction reaction, whereas, sex and school ownership did not significantly contribute to the achievement of the students.Based on the findings in the study, it was recommended that chemistry teachers should prioritized using resources in explaining concepts so as to increase the students' conceptualization and also deploy the most appropriate pedagogical contents that could help students conceptualize very well and know what is expected in oxidationreduction reactions, chemistry teachers should ensurethat both male and female science students are actively involved in science classes, government and private school owners should provide learning materials especially in thescience areas like chemistry to meet the needs of students during their learning and study time.

This study aimed at the investigation of the roles of the laboratory in students’ performance in Chemistry in private secondary schools in Egor Local Government area of Edo state Nigeria, Five (5) research questions guided this study. The population of this study was sixty-four (64) schools and comprised of a sample of 36 Teachers selected through simple random sampling technique from 36 private secondary schools in Egor local Government area of Edo state was used in this study. A questionnaire instrument developed by the researcher was used for data collection. The instrument was validated by an expert of the epartment of Curriculum Instructional Technology. The reliability of the instrument was carried out using the Cornbrash’s Alpha formula. Data collected were analyzed using mean and standard deviation statistics. The results showed that the use of the laboratory helps to: Develop scientific attitudes in the students towards the learning of chemistry especially practical. Develop scientific skills for problem solving in students among others. The results showed that the practical aspects of hemistry should be taught r the Laboratory and also that laboratory experiment affects students academic performance. Based on the findings, the following recommendations were made: Chemistry should be taught in the laboratory, private schools should build and equip the science laboratories, employ more qualified chemistry teachers in the secondary school system.

In March 2020, World Health Organization (WHO), declared COVID-19 a pandemic. Consequently all schools in Nigeria were shut down and Federal Government instructed schools to adopt online modes of teaching and learning. This study assessed the
perceptions of senior secondary school chemistry students in Benin City of the effect of COVID-19 lock-down on their academic and social life. Four research questions and four corresponding hypotheses were raised and tested. Related literatures were reviewed. The study employed the descriptive survey design. The population of the study comprised of all the chemistry students from Public and Private senior secondary schools in Benin City, Edo State. The sample consisted of one hundred and five students. The instrument for data collection was a questionnaire on Effects of COVID-19 Lock-down on Academic and Social Life: Perceptions of Senior Secondary Science Students. The instrument consisted of two sections. Section A is on student’s biodata, Section B is information on the effects of COVID-19 Lock-down on Academic and Social Life: Perceptions of Senior Secondary Science Students. The instrument was face validated by the supervisor. The instrument was administered to the students in their various schools by the researcher with the assistance of their class teacher. Students responded to the questionnaire, which were collected on the spot. Data collected were analyzed using descriptive statistics and independent T-test. Results showed that there is no significant difference in students’ perception of the effect of COVID-19 on their academics based on type of school and gender. Students from public and private schools; male and female students, seems to perceive COVID-19 has not affected their academics. Similarly, there is no significant difference in the perceptions of students from private and public schools on the effect of COVID-19 on their social life. They seem to also disagree that the pandemic had effect on their social life, except for male and female students from private schools who agreed. It was recommended that academics in secondary schools should be made more interesting and fulfilling for students by government providing infrastructural and elearning facilities to enhance teaching and learning of science.

This study examined the relationship between perceived use of resources and achievement
in oxidation-reduction reaction, percentage perception of students’ use of resources, and
the contribution of sex, type of school, and level of perceived use of resources to students’ achievement in oxidation-reduction reactions in Urban areas of Ovia-North East LGA, Edo
state. Based on this, six research questions were raised and three were hypothesized and
tested at 0.05 alpha level of significance. A survey research design incorporating ex-post facto was adopted as research design for
the study. The population for this study consists of four hundred and seventy-nine (479)
senior secondary II chemistry students in public and private secondary schools in urban
areas of Ovia North East LGA, Edo state. A sample of two hundred and seventy-seven
(277) chemistry students were selected for the study through purposive random sampling
techniques. An instrument titled Perceived use resource inventory and achievement test
was used to collect data from the students in the study. The instrument was face and content
validated by the researcher’s supervisor, a lecturer in Chemistry Department and a
chemistry teacher. The questionnaire had a reliability coefficient of 0.830 using Cronbach
Alpha Statistics while the achievement test had a reliability coefficient of 0.731 using
Kuder Richardson (KR-20), hence the instrument was deemed reliable. The instrument was
administered by the researcher with the assistance of the chemistry teacher and retrieved
from the students immediately they were completed. The data collected from the students
were analyzed using, percentage, Pearson product moment correlation and multiple
regression. The results from the Study showed that majority of the students were well acquainted with
the resources used in oxidation-reduction reactions. The result also showed that male
students identified resources for teaching oxidation-reduction reaction correctly compared
to female students. Furthermore, the results showed that male students identified resources
for teaching oxidation-reduction reaction correctly more than the female students both in
x
public schools and private schools. The result also revealed that there was a
significant relationship between perceived use of resources and the achievement
of students inoxidation-reductions. It was also revealed from the result that there
was no significant relationship between perceived use of resources and the
achievement of male and female students in oxidation-reductions in public and
private schools. The result further revealed that perceived use of resources
significantly contributed to the achievement of the students in oxidationreduction reaction, whereas, sex and school ownership did not significantly
contribute to the achievement of the students. Based on the findings in the study, it was recommended that chemistry teachers should prioritized using resources
in explaining concepts so as to increase the students' conceptualization and also
deploy the most appropriate pedagogical contents that could help students
conceptualize very well and know what is expected in oxidation-reduction
reactions, chemistry teachers should ensure that both male and female science
students are actively involved in science classes, government and private school
owners should provide learning materials especially in the science areas like
chemistry to meet the needs of students during their learning and study time.