CHEMISTRY

This study sought to examine the influence of audio – visual teaching aids on students’ motivation and engagement in chemistry. Three research questions were raised to guide the study. A descriptive survey design was employed. Seventy (70) chemistry students formed the sample for the study, thirty (30) item structured questionnaires on a four point rating scale developed by the researchers were used for data collection. The instrument used for data collection was face validated by the supervisor and other experts in the Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, Benin City, Edo State. The questionnaire was administered to the respondents by the researcher with the assistance of trained research assistants. The simple random sampling technique was used for this study. After the administration of the instrument to the respondents, the data obtained were analyzed using mean and standard deviation. The research explores how multimedia resources such as videos, animations and interactive simulations influence students’ interest, participation and academic performance. The finding suggests that audio-visual teaching aids can significantly enhance students’ motivation and engagement in chemistry, leading to improved academic outcomes. The study provides insights into the effective integration of technology – enhanced learning tools in chemistry education, highlighting the potential for increased student participation and deeper understanding of complex concepts

The persistent underperformance of secondary school students in Chemistry remains one of the most disquieting educational dilemmas in Nigeria’s science education landscape. This study critically investigates the underlying factors responsible for the recurrent mass failure in Chemistry examinations at the secondary school level, emphasizing the interplay between instructional quality, resource availability, learner disposition, and socio-environmental influences. Anchored in Constructivist Learning Theory, Bloom’s Taxonomy, and Vygotsky’s Social Development Theory, the research adopts a descriptive survey design involving 200 participants drawn from selected secondary schools in Edo State. A structured questionnaire, validated through expert review and reliability testing, served as the primary instrument for data collection. Findings reveal that ineffective teaching methodologies, inadequate laboratory resources, and poor utilization of instructional materials substantially hinder students’ comprehension and performance in Chemistry. Teacher qualification and pedagogical competence emerged as significant determinants of learner success, while studentrelated factors such as low motivation, poor study habits, and negative perceptions of Chemistry further compounded the problem. Environmental constraints, including overcrowded classrooms and inadequate facilities, were also found to exert a notable influence on learning outcomes. Socio-economic disparities and limited parental involvement were identified as peripheral but reinforcing contributors to mass failure. The study concludes that improving student achievement in Chemistry demands a multifaceted reform approach—one that integrates effective pedagogical innovations, continuous teacher development, improved laboratory access, and enhanced parental engagement. It recommends that educational policymakers prioritize capacity-building programs for Chemistry teachers, provide adequate funding for laboratory infrastructure, and promote contextually relevant teaching strategies that transform Chemistry from a feared discipline into an accessible, inquiry-driven science. By addressing these interrelated factors holistically, the study envisions a more equitable and sustainable trajectory for Chemistry education in Nigerian secondary schools.

This study sought to examine the influence of audio – visual teaching aids on students’ motivation and engagement in chemistry. Three research questions were raised to guide the study. A descriptive survey design was employed. Seventy (70) chemistry students formed the sample for the study, thirty (30) item structured questionnaires on a four point rating scale developed by the researchers were used for data collection. The instrument used for data collection was face validated by the supervisor and other experts in the Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, Benin City, Edo State. The questionnaire was administered to the respondents by the researcher with the assistance of trained research assistants. The simple random sampling technique was used for this study. After the administration of the instrument to the respondents, the data obtained were analyzed using mean and standard deviation. The research explores how multimedia resources such as videos, animations and interactive simulations influence students’ interest, participation and academic performance. The finding suggests that audio-visual teaching aids can significantly enhance students’ motivation and engagement in chemistry, leading to improved academic outcomes. The study provides insights into the effective integration of technology – enhanced learning tools in chemistry education, highlighting the potential for increased student participation and deeper understanding of complex concepts.

This study investigated the problems militating against the effective use of Artificial Intelligence (AI) in the teaching and learning of Chemistry in public secondary schools within Egor Local Government Area of Edo State, Nigeria. Guided by a descriptive survey design, the study sampled 100 respondents comprising 40 Chemistry teachers and 60 students drawn from selected public schools. A structured questionnaire and brief interviews were employed to gather data, which were analyzed using frequency counts, percentages, and mean statistics. Findings revealed that AI integration in Chemistry education is significantly low, with minimal availability and usage of AI tools such as virtual laboratories, simulations, and intelligent tutoring systems. Major barriers identified include inadequate infrastructure such as erratic electricity supply, poor internet connectivity, insufficient computers and digital devices and lack of technical support. The study further established that teachers, though generally willing to adopt AI, possess low competency levels due to limited training and poor exposure to AI-based instructional tools. Additionally, weak policy implementation, inadequate funding, and bureaucratic delays were found to hinder the effective deployment of AI initiatives in public schools. Despite these challenges, respondents strongly agreed that AI has the potential to enhance learning outcomes in Chemistry if properly integrated. The study recommends sustained government investment in digital infrastructure, continuous teacher training on AI pedagogy, curriculum reform to incorporate AI concepts, and strengthened partnerships between schools and private technology organizations. It concludes that effective AI integration requires a coordinated multi-stakeholder approach that addresses infrastructural deficits, builds teacher capacity, and ensures consistent policy execution, thereby positioning Chemistry education for improved innovation and student engagement

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 investigates the multifaceted factors that influence students’ interest in studying chemistry in Egor Local Government Area in Edo State. Five research questions were raised in the study. And five hypotheses was formulated and tested at 0.05 level of significance. The descriptive survey design was adopted in this study. The population of this study includes all private and public senior secondary school offering chemistry in Egor Local Government Area of Edo State. A sample size of hundred (100) students was randomly selected for this study across SS1 – SS3. The instruments were validated and to determine the instruments’ reliability, twenty (20) students with similar academic standing to the sample were used in the pilot testing and a reliability score of 0.808 was obtained. Data was collected through questionnaire that were randomly distributed to ten (10) schools in the Local Government Area. The method of analysis was by mean score rating which analyzed data based on the 2.5 acceptance region format. Based on the research, it was discovered that students are more interest in studying chemistry when the teachers utilize effective teaching methods and aids, parents who serve as role models greatly influence students’ interest in studying chemistry and students study chemistry as a requirement for the science course they wish to study. The study recommends that Governments and school managements should provide an environment suitable for the best teaching methodologies and allocate appropriate teaching aids, Government agencies should make provisions for free laboratory coats across senior secondary schools to increase students’ interest in studying chemistry and School administrators should make it imperative to always hire professional teachers who can effectively increase the interest of studying chemistry through adequate teaching methods and maximizing the utility of instructional material